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INTELLIGENCE- PART 2
Transcript of INTELLIGENCE- PART 2
BARBER, 2010 STERNBERG, 2004: Intelligence core is a small set of general mental abilities (g factor) - reasoning, problem solving, knowledge, memory, and successful adaptation to one's surroundings.
Merriam-Webster- Mental Acuteness
Street Smarts.......Horse Sense...Chimp Sense
INTELLIGENCE IS EVOLVING
Fluid Intelligence: The ability to solve novel problems involving perceptual speed or rapid insight.
The the ability to solve problems using
already acquired knowledge.
FLUID VS. CRYSTALLIZED INTELLIGENCE
This intelligence test measures 5 cognitive factors (types of mental abilities that make up general intelligence:
1. Fluid Reasoning - How are a plum and apple alike?
2. Knowledge - knowledge about the world
3. Quantitative Reasoning - Math Problems
4. Visual Spatial Processing - Puzzles
5. Working Memory - Digit Span
Stanford Binet 5 (SB5)
Formula for IQ: Mental Age\Chronological Age X 100= I.Q.
Deviation IQ: I.Q. obtained statistically from a person's relative standing in his or her age group.....i.e. how far above or below average the person's score was relative to other scores.
Stability of I.Q.: I.Q. scores are not really stable in children under age 6.
I.Q. Females vs. Males: Not so much difference in overall intelligence.
INTELLIGENCE- PART 1
PSYCHOMETRIC TEST - ANY SCIENTIFIC MEASUREMENT OF A PERSON'S MENTAL FUNCTIONS.
Test Reliability - the ability of a test to yield the same
score or nearly the same score each time it
is given to the same person.
Test Validity - the ability of a test to measure
what it purports to measure.
Yield a single overall intelligence
- IQ score
This test also provides a composite
score for performance intelligence and a composite score for verbal intelligence.
WECHSLER TESTS OF INTELLIGENCE
Michio Kaku on the Evolution of Intelligence
HOW MUCH WEIGHT SHOULD BE GIVEN TO STANDARDIZED TESTS AS OFFICIALS CONSIDER STUDENTS FOR ADMISSION--AND SHOULD THEY BE REQUIRED AT ALL.
The University of Chicago announced Thursday (6.14.2018) that it would no longer require applicants for the undergraduate college to submit standardized test scores.
The University of Chicago admitted fewer than 8 percent of undergraduate students who applied for the Fall 2017 term, according to federal data.
At issue is the value of standardized test scores and what role they should play in admissions. Proponents say the tests provide consistent metrics that help control for variances among states, schools and curricula. Critics say those tests, which some families spend thousands of dollars to prepare for, do not accurately measure
a student's qualifications.