W8 Intellegance

B e r k
Chapter 8
E .
Intelligence
L a u ra
●
Edition
Ninth
Development
Child
© 2013 Pearson Education, Inc. All rights reserved.

B e r k
Defining Intelligence
E .
L a u ra
 Consensus difficult
●
 “Intelligent” behaviors
Edition
change with age.

 Most suggest:
Ninth
 Verbal ability
Development
 Practical problem solving

 Social competence
Child
© Hongqi Zhang | Dreamstime.com

B e r k
Intelligence Testing
E .
L a u ra
 Binet and Simon (1908)

●
 Mental ability
Edition
 Memory and reasoning

 Verbal and nonverbal items
Ninth
 Associated increasing difficulty with age

Development
 Stanford-Binet Intelligence Scale (1916)

Child

B e r k
Fluid and Crystallized

E .
Intelligence
L a u ra
Fluid Crystallized
●
 Depends on basic  Skills that depend on:

Edition
information-  Accumulated
knowledge
processing skills:
Ninth
 Experience
 Detecting relationships
 Good judgment
among stimuli
 Mastery of social
Development
 Analytical speed conventions

 Working memory  Valued by person’s
culture
Child

B e r k
Carroll’s Hierarchical
E .
Model of Intelligence
L a u ra
●
Edition
Ninth
Development
Figure 8.1
Adapted from Carroll, 1993, 2005. Photos: (left) © J. Burleson/Alamy; (right) © Jeff Greenberg/PhotoEdit.
Child

B e r k
Factor Analysis and

E .
Componential Analysis
L a u ra
Factor Analysis Componential Analysis

●
Edition
 Identifies sets of test  Examines

items that cluster relationships between
together information-
Ninth
 People who do well on processing

one item do well on components and
Development
others in cluster children’s

(factor). performance on
intelligence tests
Child

B e r k
Sternberg’s Triarchic Theory

E .
of Successful Intelligence
L a u ra
●
Edition
Ninth
Development
Figure 8.2
Child

B e r k
Gardner’s Multiple
E .
Intelligences
L a u ra
 Linguistic
●
 Logico-mathematical
Edition
 Musical

Ninth
Spatial
 Bodily-kinesthetic
Development
 Naturalist
 Interpersonal
 Intrapersonal
Child
© Irina Igumnova | Dreamstime.com

B e r k
Measuring Intelligence
E .
L a u ra
Group Tests Individual Tests

●
 Allow testing of large  Examiners need

Edition
groups training and

 Require little training experience.
Ninth
to administer  Provide insights about

accuracy of score
 Useful for instructional
Development
planning  Identify highly

intelligent children and
 Identify students who
also those with
need individual testing
learning problems
Child

B e r k
Emotional Intelligence
E .
L a u ra
 Positively associated
with self-esteem,
●
Edition
empathy, prosocial
behavior, cooperation,
and leadership skills
Ninth
 Negatively associated
with dependency,
Development
© Elena Elisseeva | Dreamstime.com

depression, and
aggressive behavior
 Educators see value of skills practice.
Child

B e r k
Commonly Used
E .
Intelligence Tests
L a u ra
• Stanford-Binet
●
Individual Tests
Edition
• Wechsler (WISC–IV)
• SAT
Aptitude Tests
• ACT
Ninth
Achievement Tests Classroom tests

Development
• Bayley Scales
Infant Tests
• Fagan Test
Child

B e r k
E .
L a u ra
Items from
●
Edition
Intelligence
Tests for
Ninth
Children
Development
Figure 8.3
Child

B e r k
Tests for Infants

E .
L a u ra
 Bayley–III
●
 Cognitive Scale
Edition
 Language Scale
 Motor Scale
Ninth
 Social-Emotional Scale
based on parental report

Development
Adaptive Behavior Scale

 Developmental Quotients (DQs)
 Primarily for screening
Child

B e r k
A Normal Distribution of
E .
Intelligence Test Scores

L a u ra
●
Edition
Ninth
Development
Figure 8.4
Child

B e r k
Stability of IQ Scores
E .
L a u ra
Correlational Absolute Scores

●
Stability Stability
Edition
 Compares how  Examines same child’s

children score relative profile of scores over
Ninth
to agemates, from one repeated testings

time to the next  Most children fluctuate.
Development
 Better correlations  Some either increase

when older at first or decrease with age.
testing/when tests are
close together
Child

B e r k
Environmental Cumulative
E .
Deficit Hypothesis
L a u ra
 Negative effects of
●
underprivileged increase
Edition
the longer it lasts.

 Early cognitive deficits lead
Ninth
to more deficits.
 Harder and harder to
Development
overcome
© Joyce Michaud | Dreamstime.com

Child

B e r k
IQ as a Predictor
E .
L a u ra
Academic Correlated with achievement test

●
Achievement scores, grades, staying in school

Edition
• IQ predicts adult attainment well,

Occupational but not perfectly.
Ninth
Attainment • Personality, practical intelligence

also important
Development
• Moderately correlated
Psychological
• Low IQ related to school failure,
Adjustment antisocial behavior, depression
Child

B e r k
For Discussion:
Identifying Factors Related to Academic
E .
and Vocational Success

L a u ra
List all of the qualities and skills that you believe are
important for academic and vocational success. How many
●
Edition
of these qualities and skills are assessed by traditional

intelligence tests? Are any consistent with Sternberg’s
triarchic theory of successful intelligence or Gardner’s
Ninth
theory of multiple intelligences? Do you think these

qualities and skills are important for people in different
cultures? Why or why not?
Development
Child

B e r k
Racial Distributions of IQ
E .
L a u ra
●
Edition
Ninth
Development
Figure 8.5
Child

B e r k
Genetics and IQ
E .
L a u ra
Greater genetic similarity = greater IQ

similarity
●
Edition
Ninth
Development
Figure 8.6
Child
Adapted from Bouchard & McGue, 1981; Scarr, 1997.

B e r k
Heritability
E .
L a u ra
 Heritability of IQ is higher under

advantaged than disadvantaged rearing
●
Edition
conditions.
 Poverty, poor prenatal care, family stress, low-
Ninth
quality schools, poor community support

 Richard Lewontin’s example: different
Development
seeds in different soil

 Within group → heredity
 Between groups → environmental
Child

B e r k
Adoption and IQ
E .
L a u ra
●
Edition
Ninth
Development
Figure 8.8
Adapted from Loehlin, Horn, & Willerman, 1997.
Child

B e r k
Genetic or Cultural Groupings

E .
L a u ra
 Wide genetic variation within races,

●
minimal variation between races

Edition
 Racial labeling
 Arbitrary
Ninth
 Unclear boundaries
Development
 Extensive ethnic mixing (multiracial)

 Not a basis for psychological testing
Child

B e r k
Cultural Bias in Testing

E .
L a u ra
Two views:
●
1. Tests not biased; represent success in

Edition
the common culture

2. Cultural factors can hurt test
Ninth
performance.
Development
 Communication styles
 Culture-specific content
 Stereotypes
Child

B e r k
Communication Styles
E .
L a u ra
Higher SES, whites Low SES, minorities

●
 Knowledge-training  Real questions

Edition
questions  Topic-associating
 Topic-focused story style
Ninth
story style  Collaborative

Development
 Hierarchical task task style

style
Child

B e r k
Effects of Stereotype
E .
Threat on Performance
L a u ra
●
Edition
Ninth
Development
Figure 8.10
Child
Adapted from McKown & Weinstein, 2003.

B e r k
Reducing Cultural
E .
Bias in Testing
L a u ra
 Combine tests with

●
assessment of
Edition
adaptive behavior
 Dynamic assessment
Ninth
 Focus on learning
Development
processes
 Adult–child learning Figure 8.11
relationship cultivated Adapted from Tzuriel & Kaufman, 1999.
Child

B e r k
High-Stakes Testing
E .
L a u ra
 U.S. No Child Left Behind Act

 Identifies “passing” and “failing” schools
●
Edition
 Teachers “teaching to tests”

 Promotes a one-size-fits-all education that
Ninth
is insensitive to student diversity

 Neglects gifted and talented children
Development
 Promotes fear
 Contrasts sharply with teaching for deeper
understanding
Child

B e r k
Home Environmental
E .
Influences
L a u ra
Shared
●
 Similarly affects all

Edition
siblings
Ninth
Nonshared
 Makes siblings
Development
different from one © Wong Sze Yuen | Dreamstime.com
another
Child

B e r k
Shared Environmental
E .
Influences
L a u ra
 Home environmental qualities

●
Edition
 HOME checklist
 Moderately linked to mental development
 Declines in middle childhood
Ninth
 Gene–environment correlation
Development
 Family beliefs about intellectual success

Child

B e r k
Nonshared Environmental
E .
Influences
L a u ra
 Birth order
●

Edition
Spacing
 Sibling relationships
 Parental favorites
Ninth
 Assigned roles
Development
 Different impact of family

events
 Unpredictable, unique events
Child
© Rtrembly | Dreamstime.com

B e r k
Early Intervention
E .
L a u ra
 Project Head Start

 1–2 years preschool
●
Edition
 Nutritional and health services

 Parental involvement
 Long-term benefits of early intervention
Ninth
 Better early school IQ, achievement

Development
 Less special education

 More high school graduation, college enrollment
 Lower drug use, teen pregnancy, delinquency
 Future: two-generation approach
Child

B e r k
Outcomes of
E .
Preschool Intervention
L a u ra
●
Edition
Ninth
Development
Figure 8.12
Child
Adapted from Schweinhart et al., 2005; Schweinhart, 2010.

B e r k
IQ Improvement from
E .
Carolina Abecedarian Project

L a u ra
●
Edition
Ninth
Development
Figure 8.13
Child
Adapted from Campbell et al., 2001.

B e r k
Strengthening Early
E .
Intervention
L a u ra
 Reach children early

●
 Well-educated, well-compensated teachers

Edition
 Generous teacher–child ratios

 Small class sizes
Ninth
 Offer intensive intervention

Development
 Emphasize parent involvement, education and

support
 Focus on whole child
Child

B e r k
Head Start REDI Program

E .
Language and Literacy Gains

L a u ra
●
Edition
Ninth
Development
Figure 8.14
Child
Adapted from Bierman et al., 2008.

B e r k
For Discussion:
Supporting Mental Development
E .
in Infants and Toddlers

L a u ra
Pretend that you have been asked to speak to a group of

parents with very young children. Using research in the text
●
Edition
as a guide, describe environmental factors that promote

favorable mental development in infants and toddlers. What
environmental factors tend to undermine mental
Ninth
development? Why are high-quality child care and/or early

intervention especially important for low-income infants and
toddlers?
Development
Child

B e r k
Resources Necessary
E .
for Creativity
L a u ra
Cognitive Personality
●
 Problem finding  Innovative thinking

Edition
 Alternating divergent, style

convergent thinking  Curiosity
Ninth
 Insight processes  Intellectual risk taking

 Knowledge  Tolerance of ambiguity
Development
 Courage of one’s
convictions
Child

B e r k
Resources Necessary
E .
for Creativity
L a u ra
Motivational Environmental
●
 Task-focused  Stimulating settings

Edition
 Intellectual curiosity  Systematic teaching to

encouraged build talent
Ninth
 Intrinsic motivation  Time available

emphasis  Encourage originality
Development
 Occasional rewards
Child

W8 Intellegance

Загружено:

Сведения о документе

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

W8 Intellegance

Загружено:

Авторское право:

Доступные форматы

B e r k

© 2013 Pearson Education, Inc. All rights reserved.

change with age.

 Practical problem solving

© Hongqi Zhang | Dreamstime.com

© 2013 Pearson Education, Inc. All rights reserved.

 Binet and Simon (1908)

 Memory and reasoning

 Associated increasing difficulty with age

 Stanford-Binet Intelligence Scale (1916)

© 2013 Pearson Education, Inc. All rights reserved.

Fluid and Crystallized

 Depends on basic  Skills that depend on:

 Analytical speed conventions

© 2013 Pearson Education, Inc. All rights reserved.

© 2013 Pearson Education, Inc. All rights reserved.

Factor Analysis and

Factor Analysis Componential Analysis

 Identifies sets of test  Examines

 People who do well on processing

others in cluster children’s

© 2013 Pearson Education, Inc. All rights reserved.

Sternberg’s Triarchic Theory

© 2013 Pearson Education, Inc. All rights reserved.

© Irina Igumnova | Dreamstime.com

© 2013 Pearson Education, Inc. All rights reserved.

Group Tests Individual Tests

 Allow testing of large  Examiners need

groups training and

to administer  Provide insights about

planning  Identify highly

© 2013 Pearson Education, Inc. All rights reserved.

© Elena Elisseeva | Dreamstime.com

© 2013 Pearson Education, Inc. All rights reserved.

Achievement Tests Classroom tests

© 2013 Pearson Education, Inc. All rights reserved.

© 2013 Pearson Education, Inc. All rights reserved.

Tests for Infants

Adaptive Behavior Scale

© 2013 Pearson Education, Inc. All rights reserved.

Intelligence Test Scores

© 2013 Pearson Education, Inc. All rights reserved.

Correlational Absolute Scores

 Compares how  Examines same child’s

to agemates, from one repeated testings

 Better correlations  Some either increase

© 2013 Pearson Education, Inc. All rights reserved.

the longer it lasts.

© Joyce Michaud | Dreamstime.com

© 2013 Pearson Education, Inc. All rights reserved.

Academic Correlated with achievement test

Achievement scores, grades, staying in school

• IQ predicts adult attainment well,

Attainment • Personality, practical intelligence

© 2013 Pearson Education, Inc. All rights reserved.

and Vocational Success

of these qualities and skills are assessed by traditional

theory of multiple intelligences? Do you think these

© 2013 Pearson Education, Inc. All rights reserved.

© 2013 Pearson Education, Inc. All rights reserved.

Greater genetic similarity = greater IQ

Adapted from Bouchard & McGue, 1981; Scarr, 1997.

 Heritability of IQ is higher under