Intelligence, Testing, and Individual Differences
An understanding of intelligence and assessment of individual differences is highlighted in this portion of of the course. Students must understand issues related to test construction and fair use.
By the end of the unit, students should be able to do the following:
• Define intelligence and list characteristics of how psychologists measure
intelligence:
— abstract versus verbal measures;
— speed of processing.
• Discuss how culture influences the definition of intelligence.
• Compare and contrast historic and contemporary theories of intelligence (e.g.,
Charles Spearman, Howard Gardner, Robert Sternberg).
• Explain how psychologists design tests, including standardization strategies and
other techniques to establish reliability and validity.
• Interpret the meaning of scores in terms of the normal curve.
• Describe relevant labels related to intelligence testing (e.g., gifted,
cognitively disabled).
• Debate the appropriate testing practices, particularly in relation to culture-fair
test uses.
• Identify key contributors in intelligence research and testing (e.g., Alfred Binet,
Francis Galton, Howard Gardner, Charles Spearman, Robert Sternberg, Louis
Terman, David Wechsler).
By the end of the unit, students should be able to do the following:
• Define intelligence and list characteristics of how psychologists measure
intelligence:
— abstract versus verbal measures;
— speed of processing.
• Discuss how culture influences the definition of intelligence.
• Compare and contrast historic and contemporary theories of intelligence (e.g.,
Charles Spearman, Howard Gardner, Robert Sternberg).
• Explain how psychologists design tests, including standardization strategies and
other techniques to establish reliability and validity.
• Interpret the meaning of scores in terms of the normal curve.
• Describe relevant labels related to intelligence testing (e.g., gifted,
cognitively disabled).
• Debate the appropriate testing practices, particularly in relation to culture-fair
test uses.
• Identify key contributors in intelligence research and testing (e.g., Alfred Binet,
Francis Galton, Howard Gardner, Charles Spearman, Robert Sternberg, Louis
Terman, David Wechsler).
Unit Resources
Powerpoint for Intelligence and Testing
Course Notes page for Intelligence Trippy Text for Intelligence and Testing Practice MC questions for Intelligence and testing Guided Reading Packet- for the unit |
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Daily Activities
23 February: Today we will be discussing sign ups for the AP exam, INtorduce the concept of Intelligence, and if time permits, you may work on your flashcards for the unit.
24 February: We will begin in earnest our discussion on intelligence. We will define intelligence and how it is assessed. What does it mean to be average? does anyone want to be average? Where do you want to be on the scale? What are the impacts of your intelligence on the world around you? What about on you?
We will also be viewing the following video clips on savant syndrome.
24 February: We will begin in earnest our discussion on intelligence. We will define intelligence and how it is assessed. What does it mean to be average? does anyone want to be average? Where do you want to be on the scale? What are the impacts of your intelligence on the world around you? What about on you?
We will also be viewing the following video clips on savant syndrome.
25/26 February: We will start our discussion in class today with the questions you were left with yesterday: Where do you want to be on the intelligence curve? and what are the implications of that? What challenges do people of differing intelligences face in society? Who has it easier, lower, or higher intelligences?
We will look at the different levels of intellectual disability, noting the key characteristics of each and, going to the other extrem, what it means to be a genius.
How does intelligence limit/enable aspects of the lives of these two individuals? Which one do you think will be better able to fit in in normal society?
We will look at the different levels of intellectual disability, noting the key characteristics of each and, going to the other extrem, what it means to be a genius.
How does intelligence limit/enable aspects of the lives of these two individuals? Which one do you think will be better able to fit in in normal society?
27 February: Today we
will discuss the history of intelligence testing today, specifically
noting key people in intelligence testing and their contributions. We
will also discuss what type of questions are on intelligence tests and
the issues with intelligence tests. Does this differ from what you were expecting?
2 March: You will have your vocab quiz today for the unit, and we will then examine changes in intelligence over our lifespan as well as recap any material from previous discussions..
3 March: We will also discuss environmental and genetic impacts on intelligence. HOw does this fit with your ideas of intelligence and Nature V Nurture?
4/5 March: Today we will wrap up any lingering questions you may still have and take the exam on the units material.
2 March: You will have your vocab quiz today for the unit, and we will then examine changes in intelligence over our lifespan as well as recap any material from previous discussions..
3 March: We will also discuss environmental and genetic impacts on intelligence. HOw does this fit with your ideas of intelligence and Nature V Nurture?
4/5 March: Today we will wrap up any lingering questions you may still have and take the exam on the units material.
Additional Resources for the unit
Some of the material in this section we will get to in class, and i will relocate it to the days activities when we do so, if not, this is a good place to start your further exploration of intelligence and testing.
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