Chapter 8:
description
Transcript of Chapter 8:
![Page 1: Chapter 8:](https://reader035.fdocuments.net/reader035/viewer/2022062423/5681484b550346895db5602c/html5/thumbnails/1.jpg)
Chapter 8:
Intelligence and Individual Differences in Cognition
![Page 2: Chapter 8:](https://reader035.fdocuments.net/reader035/viewer/2022062423/5681484b550346895db5602c/html5/thumbnails/2.jpg)
Chapter 8: Intelligence and Individual Differences in Cognition
Chapter 8 contains three modules:
Module 8.1 What is Intelligence?
Module 8.2 Measuring Intelligence
Module 8.3 Special Children, Special Needs
![Page 3: Chapter 8:](https://reader035.fdocuments.net/reader035/viewer/2022062423/5681484b550346895db5602c/html5/thumbnails/3.jpg)
What is Intelligence?
![Page 4: Chapter 8:](https://reader035.fdocuments.net/reader035/viewer/2022062423/5681484b550346895db5602c/html5/thumbnails/4.jpg)
![Page 5: Chapter 8:](https://reader035.fdocuments.net/reader035/viewer/2022062423/5681484b550346895db5602c/html5/thumbnails/5.jpg)
8.1 Psychometric Theories
• Use patterns of test performance as starting point to answer questions
• Provide evidence for general intelligence and specific intelligences
![Page 6: Chapter 8:](https://reader035.fdocuments.net/reader035/viewer/2022062423/5681484b550346895db5602c/html5/thumbnails/6.jpg)
Hierarchical View of Intelligence
Why is this view a compromise between general and specific theories of intelligence?
![Page 7: Chapter 8:](https://reader035.fdocuments.net/reader035/viewer/2022062423/5681484b550346895db5602c/html5/thumbnails/7.jpg)
Gardner’s Theory of Multiple Intelligences• Draws on research in child development,
brain-damaged adults, and exceptional talent
• Proposes 9 intelligences
• Proposes schools should foster all intelligences
![Page 8: Chapter 8:](https://reader035.fdocuments.net/reader035/viewer/2022062423/5681484b550346895db5602c/html5/thumbnails/8.jpg)
Gardner’s Theory of Multiple Intelligences
Implications for Education• Fostering all intelligences in school
• Capitalization on strongest intelligence of individual children
![Page 9: Chapter 8:](https://reader035.fdocuments.net/reader035/viewer/2022062423/5681484b550346895db5602c/html5/thumbnails/9.jpg)
Sternberg’s Theory of Successful Intelligence
• Involves using one’s abilities skillfully to achieve personal goals
• Proposes three different kinds of abilities: • analytic ability• creative ability• practical ability
![Page 10: Chapter 8:](https://reader035.fdocuments.net/reader035/viewer/2022062423/5681484b550346895db5602c/html5/thumbnails/10.jpg)
Measuring Intelligence
![Page 11: Chapter 8:](https://reader035.fdocuments.net/reader035/viewer/2022062423/5681484b550346895db5602c/html5/thumbnails/11.jpg)
![Page 12: Chapter 8:](https://reader035.fdocuments.net/reader035/viewer/2022062423/5681484b550346895db5602c/html5/thumbnails/12.jpg)
Binet and the Development of Intelligence Testing
• Used mental age to distinguish “bright” from “dull” children
• Created Stanford-Binet, which gives a single IQ score; average = 100
![Page 13: Chapter 8:](https://reader035.fdocuments.net/reader035/viewer/2022062423/5681484b550346895db5602c/html5/thumbnails/13.jpg)
Distribution of IQ Scores
![Page 14: Chapter 8:](https://reader035.fdocuments.net/reader035/viewer/2022062423/5681484b550346895db5602c/html5/thumbnails/14.jpg)
WISC-IV
• Gives verbal and performance IQ scores and full-scale IQ
• Used as intelligence test and as a clinical tool
![Page 15: Chapter 8:](https://reader035.fdocuments.net/reader035/viewer/2022062423/5681484b550346895db5602c/html5/thumbnails/15.jpg)
Infant Tests: Bayley Scales of Infant Development
• Contains five scales
• Measure mental and motor development and test behavior of infants from one to 42 months of age
![Page 16: Chapter 8:](https://reader035.fdocuments.net/reader035/viewer/2022062423/5681484b550346895db5602c/html5/thumbnails/16.jpg)
Stability of Infant IQ Scores
• Reliable in short term; less in longer term
• Valid as reasonable predictors of success in school and the workplaces
• Validity increased with dynamic testing
![Page 17: Chapter 8:](https://reader035.fdocuments.net/reader035/viewer/2022062423/5681484b550346895db5602c/html5/thumbnails/17.jpg)
Hereditary and Environmental Factors• Effects of heredity shown in family, twin,
and adoption studies
• Effects of environment shown in home environment studies, historical change in IQ scores, and intervention programs
![Page 18: Chapter 8:](https://reader035.fdocuments.net/reader035/viewer/2022062423/5681484b550346895db5602c/html5/thumbnails/18.jpg)
Correlations of IQ for Family Members
How does the information above provide evidence for hereditary factors?
![Page 19: Chapter 8:](https://reader035.fdocuments.net/reader035/viewer/2022062423/5681484b550346895db5602c/html5/thumbnails/19.jpg)
Impact of Ethnicity and Socioeconomic Status
• Asian Americans have highest scores followed by European Americans, Hispanic Americans, and African Americans
• Group differences reduced when comparing groups of similar economic status
![Page 20: Chapter 8:](https://reader035.fdocuments.net/reader035/viewer/2022062423/5681484b550346895db5602c/html5/thumbnails/20.jpg)
Impact of Ethnicity and Socioeconomic Status
Strategies • Culture-fair intelligence tests• Stereotype threat• Test-taking styles
Let’s look at a culture-fair test item.
![Page 21: Chapter 8:](https://reader035.fdocuments.net/reader035/viewer/2022062423/5681484b550346895db5602c/html5/thumbnails/21.jpg)
Culture-fair Test Item
Item based on experiences common to many cultures
Select the piece that would complete the design correctly.
![Page 22: Chapter 8:](https://reader035.fdocuments.net/reader035/viewer/2022062423/5681484b550346895db5602c/html5/thumbnails/22.jpg)
Special Needs, Special Children
![Page 23: Chapter 8:](https://reader035.fdocuments.net/reader035/viewer/2022062423/5681484b550346895db5602c/html5/thumbnails/23.jpg)
![Page 24: Chapter 8:](https://reader035.fdocuments.net/reader035/viewer/2022062423/5681484b550346895db5602c/html5/thumbnails/24.jpg)
Gifted and Creative Children
• Gifted: someone with scores on intelligence tests of at least 130
• Intelligence associated with convergent thinking
• Creativity is associated with divergent thinking
![Page 25: Chapter 8:](https://reader035.fdocuments.net/reader035/viewer/2022062423/5681484b550346895db5602c/html5/thumbnails/25.jpg)
Examples of Creativity
Number of responses and originality of responses used to measure creativity
What would you put in the circles?
![Page 26: Chapter 8:](https://reader035.fdocuments.net/reader035/viewer/2022062423/5681484b550346895db5602c/html5/thumbnails/26.jpg)
Children with Intellectual Disability
• Intellectual Disability: substantially below average intelligence and problems adapting to environment; onset before age 18
• Organic intellectual disability• Familial intellectual disability
![Page 27: Chapter 8:](https://reader035.fdocuments.net/reader035/viewer/2022062423/5681484b550346895db5602c/html5/thumbnails/27.jpg)
Risks Factors for Children with Intellectual Disability
• Biomedical• Social• Behavioral• Educational
![Page 28: Chapter 8:](https://reader035.fdocuments.net/reader035/viewer/2022062423/5681484b550346895db5602c/html5/thumbnails/28.jpg)
Children with Learning Disabilities
Learning disabilities• Normal intelligence
• Difficulty mastering academic material in absence of other conditions that explain poor performance
![Page 29: Chapter 8:](https://reader035.fdocuments.net/reader035/viewer/2022062423/5681484b550346895db5602c/html5/thumbnails/29.jpg)
Children with Learning Disabilities
Common varieties• Developmental dyslexia• Impaired reading comprehension• Inadequate understanding of language and
sound• Mathematical disability