Study Guide David Myers Intelligence
Al so de sc ri be s th e hi st or ic al or ig in s of in te ll i- g e n c e t e s t s a n d d i s c u s s e s s e v e r a l i m p o r t a n t i s s u e s c o n c e rn i n g t h e i r u s e. T h e s e i n c l u d e t h e m e t h o d s b y w hi ch in te ll ig en ce te st s ar e co ns tr uc te d an d wh et he r s u c h t e s t s a r e v a l i d, r e l i a b l e, a n d f r e e o f b i a s. T h e c h a pt e r a ls o e xp lo re s th e st a bi li ty of in te ll ig e nc e a nd th e ex te nt of ge ne ti c an d en vi ro nm en ta l in fl ue nc es on intelligence. N O T E: A n s w e r g u i d e l i n e s f o r a l l C h a p t e r. Fi rs t, sk im ea ch se ct io n, no ti ng he ad in gs an d bo ld fa ce i t e m s.
Chapter 11 Intelligence Myers Psychology 8e. What Is Intelligence? 431--442) David Myers at times uses idioms that are. AP Psych Ch 2 Study Guide-Myers.
A f t e r y o u h a v e r e a d t h e s e c t i o n, r e v i e w e a c h o b j e c t i v e b y a n s w e r i n g t h e f i l l - i n a n d e s s a y - t y p e q u e s t i o n s t h a t f o l l o w i t. A s y o u p r o c e e d, e v a l u a t e y o u r p e r f o r m a n c e b y c o n s u l t i n g t h e a n s w e rs b e g i n - n i n g o n p a g e 2 9 8. D o n o t c o n t i n u e w i t h t h e n e x t s e c - t i o n u n t i l y o u u n d e r s t a n d e a c h a n s w e r. Ob je ct iv e 1:Dis cu ss th e di ff ic ul ty of de fi ni ng in te ll i- ge nc e, an d ex pl ai n w ha t it m ea ns to 'r ei fy in te ll i- gence.'
- Intelligence and chapter tests myers, david g, psychology fifth edition worth. Edition (study guide) by david myers, richard straub and a great selection of similar.
- Study Outlines & Highlights for Psychology by David G. Myers, ISBN: 978 discussion and chapter questions and find Outlines & Highlights for Psychology by David G. Myers, ISBN: 978 study guide questions and answers.
1.P s y c h o l o g i s t s ( d o / d o n o t ) ag re e on a de fi ni ti on of in te ll ig en ce. T o re ga rd a n a bs tr a c t c o nc e p t a s a c o nc re te e nt it y i s t o c o m m i t t h e e r r o r k n o w n a s 3.
I n t e l l i g e n c ei s a c o n s t r u c t e d concept. In a ny c o nt e x t, in te ll ig e nc e c a n be d e fi n e d a s 5. O n e c on tr o ve rs y re g a rd in g th e n a tu re of in te ll i- ge nc e ce nt er s on w he th er in te ll ig en ce is on e a b i l i t y o rs e v e r a l a b i l i t i e s.
We use intelligence tests to give a numerical value to ones mental abilities by comparing them to others. The Origins of Intelligence Testing. Francis Galton (1822-1911) had great enthusiasm in measuring human traits that lead to the “eugenics” movement. His goal was to “quantify human superiority” by means of tests on strength, reaction time, sensory precision and even head size. Despite his efforts, no correlation whatsoever was found between general mental abilities and the traits. Alfred Binet – founder of modern intelligence testing, sought methods to identify students who would have difficulties in regular classes by measuring ones Mental Age – if you perform the way a typical 10 year old would, then your mental age is 10 years old, regardless of your real age.
This lead to labelling problems. Ie, people saw your level of intelligence and not really who you are. Lewis Truman- developed the current Stanford-Binet intelligence test. The test measures IQ Intelligence Quotient- mental age divided by chronological age(real age) times 100.
If you are 12 years old(chronological age) and your mental abilities are the same as those who are 12 years old (mental age). Then your IQ is 12/12 X 100= 100, the average IQ. The stanford-Binet test became applied to many people of differing races.
The result, Truman realized, the reason why non-Anglo Saxons did worst is because the test measures not only their innate abilities but also education and cultural distinctiveness. What is Intelligence.
We define Intelligence as the ability/capacity to be goal oriented and exhibit adaptive behavior. IQ is not a fixed “thing” one has; it is merely a score one obtains from a test. Know that intelligence is always expressed in a context. Ie, in the context of warriors, musicians, engineers, artists, different intelligence levels will be expressed in different areas by one individual. To determine if many factors undermine ones general mental ability, psychologists make use of factor analysis – a statistical method that identifies a variety of related factors in a test. Charles Spearman believed that there is a general intelligence factor or g factor undermining each ability/factor. Ie, those who excelled in reasoning also did quite well in all other areas such as spatial ability, verbal, memory, and word fluency.
Counter Culture Study Guide David Platt
People with Savant syndrome excel exceptionally in one ability/skill but has limited mental abilities. Ie, a 12 year old who has difficulty speaking and walking but can compute numbers as fast as a calculator. Thus, contrary to the g factor, Howard Gardner believes we have “multiple intelligences” that are independent of each other. Also supporting the multiple intelligence theory is the existance of emotional intelligence – the ability to manage, express, understand, and perceive emotions.
People with high emotional intelligence do better in social situations and thus are more successful in careers, marriages, and parenting. This EI is independent, if not negatively correlated, with academic intelligence. With modern brain imaging techniques, researchers still fail (as did with Galton) to find significant correlation between head size and intelligence. Brains of people with high performances are less active (intake less glucose), quick, and registers information with more complexity. One explanation for this could be that people with faster cognitive processes acquire more information. Assessing Intelligence.
Aptitude tests – predict your future performance or ability to learn new skill. Ie, college entrance exam(designed to test your ability to do college work), intelligence tests, physical examinations. Achievement tests – assesses your current knowledge or what you know. Ie, final course examinations (designed to test the knowledge you already obtained during the course), and chapter tests. Currently, the most widely used intelligence test is the Wechsler Adult Intelligence Scale (WAIS) it has 11 subtests and gives a verbal score, a performance score, and an overall score. Large differences between the verbal and nonverbal scores indicate possible learning difficulties. Psychological tests must meet all 3 of the following criteria in order to be widely accepted.
Standardization – To standardize a test, it must first be given to a large representative sample of people in which their scores will be set as the standard for comparison. Normal curve- a bell shaped curve of scores formed by standardized test results. The majority (68%) of people fall within the center or average of the curve.
Reliability – To be reliable, a test must yield consistent results. This is done by comparing scores on two halves of a test or by retesting. Validity – The degree to which a test measures what it is supposed to measure. Content validity – corresponds to achievements tests.
Chef David Myers
The extent to which a test measures it’s intended behavior. Predictive validity (or criterion-related validity) - corresponds to aptitude tests. The success the test has in predicting intended behavior.
Criterion – The behavior being tested. Flynn Effect – Intelligence tests worldwide show an increase in scores since 1960’s. BUT aptitude test scores are decreasing; Possible explanations: Greater academic diversity, better education, and/or improved nutrition.