Language

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Language
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Language

• From cooing to communication
• In first months, babies are responsive to pitch ,
  intensity and sound of language people talk to
  babies w/ more varied pitch and intonation

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Language

• By 4-6 months, babies have learned basic sounds
  of their language, and over time lose ability to
  perceive speech sounds in another language

• Between 6 months to 1 year, babies enter the
  babbling phase infants become more familiar with
  the sound structure of their native language

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• Starting around 11 months, babies develop
  repertoire of symbolic gestures gestures spur
  language learning

• Between 18 months and 2 years, 2 and 3 word
  combinations are produced 1st combinations have
  a telegraphic quality

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• Noam Chomsky Is Language Innate?

• Chomsky observed that children can figure out a
  sentences deep structure from the surface
  structure, therefore the brain must contain a
  language acquisition device that enables children
  to develop a language if they are exposed to it.

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• Language (Chomsky Innate?)
• Children all over the world go through similar
  stages of linguistics development

• Children combine words in ways that adults never
  would, so they could not be simply imitating
  adults

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Intelligence
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What is Intelligence?

• Intelligence mental quality consisting of the
  ability to learn from experience, solve problems,
  and use knowledge to adapt to new situations

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g

• After finding that schoolchildren's grades across
  seemingly unrelated subjects were positively
  correlated, Charles Spearman proposed that these
  correlations reflected the influence of a
  dominant factor, which he termed g for "general"
  intelligence

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What is Intelligence?

• Is a talented artist who cant do math
  unintelligent?
• Is a brilliant scientist who cant follow a road
  map unintelligent?

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• Different cultures deem intelligent as whatever
  attributes enable success in those cultures

• Different cultures deem intelligent as whatever
  attributes enable success in those cultures

• Is intelligence one general ability, or several
  specific abilities?

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Theory of Multiple Intelligences

• Howard Gardner
• Linguistic
• Logical-Mathematical
• Body-Kinesthetic
• Spatial
• Musical
• Interpersonal
• Intrapersonal
• Naturalist
• Existential

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Linguistic words and language

• A person's ability to construct and comprehend
  language
• Journalists, poets, novelists, storyteller

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Logical-Mathematical numbers and logic

• ability to mentally process logical problems and
  equations, the type most often found on multiple
  choice standardized tests
• Scientists, accountants, navigator, surveyor

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Spatial pictures

• Our ability to comprehend shapes and images in
  three dimensions.
• perceive and interpret that which we may or may
  not physically see (assemble puzzle, mold a
  sculpture, etc)

• Artists, cab drivers, architects, chess player

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Musical music

• The ability to perform and compose music
• Pianist, Composers, singers

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Intrapersonal self-awareness and reflection

• allows us to tap into our being - who we are,
  what feelings we have, and why we are this way.

• Self-help and motivational speakers,
  philosophers, therapists

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Body-Kinesthetic - physical

• Each person possesses a certain control of his or
  her movements, balance, agility and grace.

• Athletes, dancers, craftsperson

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Interpersonal social skills

• ability to interact with others, understand them,
  and interpret their behavior

• Politicians, clergy, salesperson, teacher

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Naturalistic experience in the natural world

• People who are sensitive to changes in weather
  patterns, love the outdoors or are adept at
  distinguishing nuances between large numbers of
  similar objects may be expressing naturalist
  intelligence abilities.
• Rangers, Guides, Environmentalists, Zoologist

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Existential Intelligence

• Individuals who exhibit the proclivity to pose
  (and ponder)

questions about life death, and
ultimate realities

• Philosophers and Thinkers - Aristotle, Confucius,
  Einstein, Plato, Socrates

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Triarchic Theory of Multiple Intelligences

• Robert Sternberg
• -Analytical
• -Creative
• -Practical

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Analytical

• Assessed by intelligence tests, which present
  well-defined problems having single right
  answers academic intelligence. Problem-solving
  strategies and their correct applications to
  real-life issues. Commonly referred to as book
  smarts.

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Creative Intelligence

• the ability to effectively deal with novel
  situations by

drawing on existing skills and knowledge.
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Practical Intelligence

• the ability to adapt to the environment,
  reflecting was is commonly called street smarts.

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Cluster Intelligence

• Louis Thurstone
• There are seven different primary mental
  abilities.
• The scores for each of the seven tests of
  intelligence is read separately in order to get a
  better understanding of strengths and weaknesses

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Verbal comprehension (or Verbal Ability)

• Found in such things as verbal reasoning,
  reasoning by analogy, and reading comprehension.
  It is "characterized primarily by its reference
  to ideas and the meanings of words."

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Word fluency

• Facility with words in special contexts, such as
  anagrams, rhyming, etc.

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Number ability

• Arithmetic computation

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Spatial ability

• The ability to mentally manipulate and visualize
  geometric relations facility in spatial and
  visual imagery.

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Associative memory

• The ability to make random paired associations
  that require rote memory memorizing skills.

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Perceptual speed

• Facility in finding or in recognizing particular
  items in a perceptual field.

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General reasoning ability (or Induction)

• Facility in finding rules or principles in test
  items, such as in a number series.

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Emotional Intelligence

• Salovey and Mayer
• Gardners Multiple Intelligences PLUS
• Emotional Intelligence superb social skills,
  manages conflicts well, and has great empathy for
  others

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Intelligence Anomalies

• Savant Syndrome a condition in which a person
  otherwise limited in mental ability has an
  exceptional specific skill, such as in
  computation or drawing some people are
  functionally retarded in almost every aspect
  except for one very specific ability.

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Creative Intelligence Aha!

• Andrew Wiles
• Creativity is the ability to produce ideas that
  are both novel and valuable
• There are five components of a creatively
  intelligent person
• Expertise
• Imaginative Thinking Skills
• A Venturesome Personality
• Intrinsic Motivation
• A Creative Environment

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• Expertise is a well-developed base of knowledge
• Imaginative Thinking Skills provide the ability
  to see new things, to recognize patterns, and to
  make connections

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• A Venturesome Personality tolerates ambiguity and
  risk, perseveres in overcoming obstacles, and
  seeks new experiences apart from the group
• Intrinsic Motivation is the personal pleasure
  derived from the challenge of the work

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• A Creative Environment sparks, supports, and
  refines creative ideas.

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Intelligence and the Brain

• Correlational studies have suggested that brain
  size and intelligence are positively correlated
• Brain analyses have suggested that more
  intelligent people have more neural connections

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Intelligence and the Brain

• Studies suggest that more intelligent people have
  faster perceptional skills and brain reaction
  speeds

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Assessing Intelligence

• How is intelligence determined?
• Testing

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Two Types of Intelligence Tests

• Aptitude Test a test designed to predict a
  persons future performance aptitude is the
  capacity to learn
• Achievement Test a test designed to assess what
  a person has already learned

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One Example of an Achievement Test is an IQ Test

• Intelligence Test a written method for
  assessing an individuals mental aptitudes and
  comparing them with those of others, using
  numerical scores
• Student A got a 1300 SAT score, while Student B
  got a 900 SAT score. Student A is more
  intelligent.

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IQ Tests

• Stanford-Binet the most widely used written
  intelligence test
• Wechsler Adult Intelligence Scale (WAIS) the
  most widely used intelligence test contains
  verbal and performance (nonverbal) subtests

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Factor Analysis

• a statistical procedure that identifies
  clusters of related items (factors) on a test
  used to identify different dimensions of
  performance that underlie ones total score
• Along with your score on a test, there is a
  breakdown of your performances on individual
  sections of the test 600 Verbal, 700 Math on a
  total SAT score of 1300

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Alfred Binet

• The 1st widely utilized intelligence Test

• 1904
• Developed a test to identify French school
  children in need of alternative education

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The Stanford-Binet IQ Test

• 1916 Louis Terman, Stanford University
• Felt that IQ was inherited and that tests would
  be a great way to classify children
• Adjusted the test for English speaking students
  and utilized a colleagues formula to derive a
  persons IQ or Intelligence Quotient

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How do you determine IQ?Step 1

• Mental Age a measure of intelligence test
  performance devised by Binet the chronological
  age that most typically corresponds to a given
  level of performance.
• A child who does as well as the average
  8-year-old is said to have a mental age of 8.

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How do you determine IQ?Step 2

• Intelligence Quotient (IQ) defined originally
  as the ratio of mental age (ma) to the
  chronological age (ca), multiplied by 100. (MA /
  CA) X 100
• An 8-year old student that takes an IQ Test
  scores as well the average 10-year old.
• 10/8 1.25 X 100 125 IQ

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IQ Scale

• Over 140 - Genius or near genius
• 120 - 140 - Very superior intelligence
• 110 - 119 - Superior intelligence
• 90 - 109 - Normal or average intelligence
• 80 - 89 - Dullness
• 70 - 79 - Borderline deficiency
• Under 70 - Definite feeble-mindedness

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• Normal Curve the symmetrical bell-shaped curve
  that describes the distribution of many physical
  and psychological attributes. Most scores fall
  near the average, and fewer and fewer scores lie
  near the extremes

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• The normal curve for IQ ranges from 85-100,
  plus or minus 15. About 95 of all scores fall
  into the range of 70-130. About .01 score below
  55 or higher than 145.

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• Mental Retardation a condition of limited
  mental ability, indicated by an intelligence
  score below 70 and difficultly in adapting to the
  demands of life from mild, to profound

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Constructing An Intelligence Test
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1. Establish A Standard

• Standardization defining meaningful scores by
  comparison with the performance of a pretested
  standardization group
• The control test group (a representative
  sample of the entire population you are comparing
  scores to) scored an average of 1000 on the SAT.
  You scored a 1200 on the SAT. You are above
  the standard.

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2. Is The Test Reliable?

• Reliability the extent to which a test yields
  consistent results, and how well it can be
  replicated

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2. Checking Reliability

• Split-Half Reliability Half of the students
  answer all of the odd questions, the other half
  answer all of the even questions on a test. The
  scores should be similar if the test is
  consistently testing the same knowledge.
• Equivalent Form Students who receive Form A of
  a test should score similarly to those students
  who received Form B regarding the same
  information.

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3. Is The Test Valid?

• Validity the extent to which a test measures or
  predicts what it is supposed to

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3. Checking Validity

• Content Validity the extent to which a test
  samples the behavior that is of interest
• If a test is supposed to test your knowledge of
  mathematical principles, the questions should be
  on math, not history or writing skills

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3. Checking Validity

• Predictive Validity the success with which a
  test predicts the behavior it is designed to
  predict it is assessed by computing the
  correlation between test scores and the criterion
  behavior
• Is a test is designed to measure mechanical
  aptitude, people who receive high scores should
  ultimately prove more successful in mechanical
  jobs than people that scored low

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Reliability and Validity

• It is possible to have a test that is reliable,
  but not valid. Such a test consistently
  measures something, but not what it is intended
  to measure.
• IE. A vocabulary test given in math class is
  reliable as far as testing vocabulary, but is not
  a valid measure of a students mathematical
  intelligence.

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Reliability and Validity

• It is impossible to have a test that is valid,
  but not reliable. If individual scores fluctuate
  wildly, then they cannot consistently correlate
  with other scores, whatever those scores may be.
• Tests cannot be accurately measuring a given set
  of material if scores on those tests vary wildly.
  On multiple tests of a single mathematical
  principal you score an 89, 34, 56, and a 99, the
  tests cannot have been consistently testing the
  same material, nor can they be good indicators
  that you know or dont know the material.

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What kinds of things may affect IQ?

• Gender?
• Race?
• Wealth?
• Genetics/Heritability?
• Health Issues?

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Genetic Influences

• The intelligence scores of identical twins,
  raised together, are as similar as the scores of
  a single person taking the test twice
• Twins raised separately have scores that are
  roughly 70 similar

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Genetic Influences

• A gene on chromosome 6 has been identified as
  potentially being the IQ gene. It has been
  found in 1/3 of children with very high
  intelligence scores.
• By inserting an extra gene related to memory into
  fertilized mouse eggs, researchers have produced
  smarter mice

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Genetic Influences

• We cannot say what percentage of an individuals
  intelligence is inherited (heritability), but we
  can say that differences amongst people can be
  attributed to their genetic makeup.

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Environmental Influences

• J. McVicker Hunts studies concluded that severe
  disadvantages, such as malnutrition, sensory
  deprivation, and social isolation reduce
  intellectual abilities
• Head-Start type programs may help children
  prepare better for school, but not necessarily
  increase intelligence

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School Effects

• Those with high intelligence do better in school,
  go to school longer, and earn higher incomes

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Ethnic Similarities and Differences

• Racial groups differ in their average scores on
  intelligence tests, but differences within racial
  groups are greater.
• High scoring people and groups are more likely to
  attain high levels of education and income.

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Gender Similarities and Differences

• Girls are
• More verbally fluent
• Better spellers
• More sensitive to touch, taste, and odor
• More capable of remembering words and the
  locations of objects
• Higher scoring in math computation tests
• Better at detecting emotions
• Higher scoring on tests of recognition

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Gender Similarities and Differences

• Boys
• Outnumber girls in special education classes
• Talk later
• Read later
• Score higher on math problem solving tests
• Score higher on tests of spatial ability
• Score higher on tests related to the sciences
• Are less emotionally sensitive

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The Question of Bias