Pages 204 - 222

Your next Quiz #5

The capacity to learn from experience, solve The capacity to learn from experience, solve problems, and adapt to a changing environmentproblems, and adapt to a changing environment

Intelligence

•We often associate it with; We often associate it with;

Academic SuccessAcademic Success

Achievement on the Job Achievement on the Job

Socially appropriate behaviorSocially appropriate behavior

•It can not be seen - touched - or physically measured It can not be seen - touched - or physically measured

•It is subject to various interpretationsIt is subject to various interpretations

Intelligence Theorists Research Activity

Investigate the contributions of one intelligence theorist by visiting the following website:

http://www.indiana.edu/~intell/map.shtml

On a note card (provided), summarize the contribution(s) to intelligence by that theorist and be

prepared to share it with the class.

SPEARMAN

G - Factor S - Factor

Specific AbilitiesSuperior capabilities in some areas

General AbilitiesBroad based reasoning and

problem-solving skills

“Jack of all trades, master of ONE!”

1

Article: Scientists pinpoint intelligence zone in the brain

Extension Activity 11 – handout

Answer each question to the best of your ability.

Next, tell me which intelligence ability you believe L. Thurstone (intelligence theorist) was trying to test when asking that question. A synopsis will appear on the next slide to help you determine this.

L. Thurstone’s Primary Mental Abilities

1. Visual & Spatial – visualizing forms and spatial relations

2. Perceptual Speed – grasping perceptual details rapidly, perceiving similarities and differences between stimuli

3. Numerical – computing numbers

4. Verbal Meaning – knowing the meanings of words

5. Memory – recalling information (words, sentences, etc.)

6. Word Fluency – thinking of words quickly (rhyming, doing crossword puzzles, etc.)

7. Deductive Reasoning – deriving examples from general rules

8. Inductive Reasoning – deriving general rules from examples

THURSTONE

8 PMAs

Visual/Spatial

Perceptual Speed

Numerical Ability Verbal

Meaning

Memory

Word Fluency

Inductive Reasoning

Deductive Reasoning

Twelve (12) members of a company were present at a board meeting. Each member shook hands with all

of the other members before & after the meeting. How many handshakes

were there?

Who is the Smartest?

• Gregg Cox

• Venus Williams

• Bill Gates

• Steve Lu

• Midori

HOWARD GARDNER

MULTIPLE INTELLIGENCES

NaturalistNaturalist

InterpersonalInterpersonal

IntrapersonalIntrapersonal

Logical/MathLogical/Math Verbal/LinguisticVerbal/Linguistic

MusicalMusical

Visual/SpatialVisual/Spatial

Bodily KinestheticBodily KinestheticExistentialExistential

Linguistic intelligence ("word smart") Logical-mathematical intelligence ("number/reasoning smart")

Spatial intelligence ("picture smart") Bodily-Kinesthetic intelligence ("body smart")

Musical intelligence ("music smart") Interpersonal intelligence ("people smart")

Intrapersonal intelligence ("self smart") Naturalist intelligence ("nature smart")

Existential (“philosophically smart”)

HOWARD GARDNER – MULTIPLE INTELLIGENCES

GARDNER ASKS HOW YOU ARE INTELLIGENT,

NOT HOW INTELLIGENT YOU ARE!

What letter completes this set?

PIECES ON A BOARD

2k 2q 16p 4r 4b 4?

Operations

Contents

Products

Evaluation

ConvergentThinking

DivergentThinking

Memorization

Cognition

Figures

Symbols

Words

Behaviors

Units

Classes

Relations

Systems

Transformations

Implications

GUILFORD

SOI

JENSEN

Level I Level II

AssociativeAbilities

ConceptualAbilities

RoteLearning

MemorizationProblem-Solving

LogicalReasoning

VerbalAbilities

FIGURE 9.1 According to Sternberg, intelligencehas three parts: the analytic part that enables us tosolve problems, the creative part that allows us to dealwith new situations, and the practical part that makesit possible for us to perform everyday tasks. We oftenuse more than one of these parts simultaneously.

Pro

blem

-Sol

ving

Ski

lls

Ability to deal

with

new

situation

s

Ability to accomplish every day tasks

STERNBERG

TRIARCHIC MODEL

Contextual

Componential

Experiential

Metacomponents

Performance

Knowledge-Acquisition

1. The COMPONENTIAL sub theory which outlines the structures and mechanisms that underlie intelligent behavior categorized as metacognitive, performance, or knowledge acquisition components

2. The EXPERIENTIAL sub theory that proposes intelligent behavior be interpreted along a continuum of experience from novel to highly familiar tasks/situations

3. The CONTEXTUAL sub theory which specifies that intelligent behavior is defined by the sociocultural context in which it takes place and involves adaptation to the environment, selection of better environments, and shaping of the present environment.

STERNBERG

GOLEMANPAGE 209-210

Daniel Goleman reading packet

1. SELF AWARENESS

2. MOOD MANAGEMENT

3. SELF-MOTIVATION

4. IMPULSE CONTROL

5. PEOPLE SKILLS

Walter Mischel – Self Controlhttp://www.youtube.com/watch?v=4CYr4FgMYGI

Marshmallowhttp://www.youtube.com/watch?v=lgCL3GnmIfY&feature=related

The Marshmallow Experiment & Time http://www.youtube.com/watch?v=xNvvL9j_SIs&feature=related

Emotional turned Social Intelligencehttp://www.youtube.com/watch?v=nZskNGdP_zM

Daniel Goleman - EQ1. List 3 characteristics of a person high in

emotional intelligence.2. What does the author mean by ‘the emotional

brain hijacks the thinking brain”?3. How does the amygdala act as a “recorder”? 4. Name 3 areas of your life that a strong EQ will

aid you.5. What is the Marshmallow test? Do you think

the findings of the test make the test reliable? Is this test valid?

6. According to the article, what are the best ways to aid your child’s EQ?

7. Can your EQ change? Why or Why not?

Measurement of IntelligenceSection 2

SBIS - Stanford-Binet Intelligence ScaleAlfred Binet first introduces his test and Lewis Terman adapts it into what it is now (Stanford-

Binet Intelligence Scale)

IQ = MA/CA x 100

IQ = Intelligence Quotient (William Stern)

MA = Mental Age

CA = Chronological Age

WECHSLER

WAIS-R

Verbal Subtests

PerformanceSubtests

Digit Symbol

PictureCompletion

Block Design

PictureArrangement

ObjectAssembly

Information

Comprehension

Arithmetic

Similarities

DigitSpan

Vocabulary

Intelligence Tests MUST BE:

Standardized – defining meaningful scores by comparison with the performance of a pretested group

Reliable - consistency (must yield similar results on different testing occasions)

Valid - the degree to which a test measures what it is supposed to measure

Aptitude – predict ability to learn

Achievement – reflect on what’s been learned

Wechsler scalesFinally, what is Deviation IQ?

How is it different from the Stanford-Binet scale?

Report: Benefits of Seafood Outweigh Risks (October 17, 2006) · http://www.npr.org/templates/story/story.php?storyId=6283446

(timing 3:19)

Getting Brain Food Straight from the Sourcehttp://www.npr.org/templates/story/story.php?storyId=15823852

(time 8:54)

Readings:

• “LCP-enriched Formula Milk…”

• “Another Study Shows Omega-3s…”

1.1. What are the criteria for mental retardation?What are the criteria for mental retardation?

2.2. What are the levels of mental retardation?What are the levels of mental retardation?

3.3. What are some of the What are some of the Biological causesBiological causes of retardation? of retardation?

4.4. Where do those with Where do those with Down SyndromeDown Syndrome fit into the fit into the Mental Retardation picture?Mental Retardation picture?

5.5. What is What is Cultural FamilialCultural Familial retardation? retardation?

1.What are the criteria for mental retardation?1.What are the criteria for mental retardation?

By definition, to have the label Mental Retardation, the person must have an IQ below 70, and impairments in adaptive functioning in at least two of the following areas: communication, self-care, home living, social/interpersonal skills, use of community resources, self-direction, functional academic skills, work, leisure, health, and safety.

LEVELS OF MENTAL RETARDATION

IQ SCORE LEVEL OF MENTAL RETARDATION

50-70 Mild Mental Retardation

35-49 Moderate Mental Retardation

20-34 Severe Mental Retardation

Below 20 Profound Mental Retardation

Mild Mental RetardationIQ scores from 50 to 75

Includes about 85 percent of the mentally retarded population Individuals in this group can often live on their own with community support.

Moderate Mental RetardationIQ scores between 35 and 50

Includes about 10 percent of the mentally retarded population Individuals in this group can often lead relatively normal lives provided they receive some level of supervision. Such individuals often live in group homes with other mentally retarded people.

Severe Mental RetardationIQ scores between 20 and 35

Includes about 3 percent to 4 percent of the mentally retarded population Individuals in this category can often master the most basic skills of living, such as cleaning and

dressing themselves. They often live in group homes.

Profound Mental RetardationIQ scores of less than 20

Includes about 1 percent to 2 percent of the mentally retarded population Individuals at this level can often develop basic communication and self-care skills. They often

have other mental disorders.

CAUSES OF MENTAL RETARDATION

Mental retardation can be caused by any condition which impairs development of the brain. Several hundred causes have been discovered, but in about one-third of the people affected, the cause remains unknown. The three major known causes of mental retardation are Down Syndrome, Fetal Alcohol Syndrome and Fragile X Syndrome.

•Genetic conditions

•Problems during pregnancy

•Problems after birth

•Other contributors

Reading - SOURCE: http://www.dpw.state.pa.us/ServicesPrograms/MentalRetardation/

DESCRIPTION

CAUSES

DETECTION

TREATMENT

PKU (Phenylketonuria)

Inability of body to metabolize (process and use) a specific protein. Mental retardation can result

Hereditary. Carried on recessive gene.

Newborn can be tested for condition (required by law in some states.)

If diagnosed early, a special diet can reduce or prevent brain damage. No known cure

Phenylalanine

Phenylalanine is an amino acid that is one of the two components present in Aspartame.

All products sweetened with Aspartame (also known by the brand name NutraSweet) carry a statement on the label to alert those individuals who must restrict their intake of phenylalanine. The statement reads "Phenylketonurics: Contains Phenylalanine."

Phenylketonurics are people with a rare genetic disorder (it affects approximately 1 out of every 15,000 babies born). It is characterized by a marked inability to metabolize the amino acid phenylalanine. People with this disease become ill if they eat foods that contain phenylalanine. For the rest of the population it is completely safe.

A test at birth determines whether or not this genetic disease is present, and individuals are placed on special diets which restrict phenylalanine intake.

An eight-ounce glass of milk has more than 4 1/2 times as much phenylalanine as a 12-ounce Diet Pepsi.

http://www.pepsi.com/help/faqs/faq.php?category=product_info&page=ingredients

DESCRIPTION

CAUSES

DETECTION

TREATMENT

Congenital Heart Disease

Structural defect affecting the heart’s ability to circulate blood. May be minor or severe. (Congenital means present at birth)

Hereditary and/or environmental; often unknown

Examination at birth or later

Surgery or medication

DESCRIPTION

CAUSES

DETECTION

TREATMENT

Down Syndrome

A group of associated defects including mental retardation, delayed development, heart defects (in some cases), and other characteristics

Chromosomal error. For reasons not yet understood, there is an extra chromosome 21.

Analysis of the chromosomes. Amniocentesis or chorionic villi sampling can detect the syndrome before birth

Special therapy and schooling, corrective surgery *

DOWN SYNDROME FACT SHEET

Named after John Langdon Down, the first physician to identify the syndrome, Down syndrome is the most frequent genetic cause of mild to moderate mental retardation and associated medical problems and occurs in one out of 800 live births, in all races and economic groups. Down syndrome is a chromosomal disorder caused by an error in cell division that results in the presence of an additional third chromosome 21 or "trisomy 21."

Down Syndrome occurs when the fertilized egg contains extra material from chromosome number 21, this results in Down syndrome.

RELATIONSHIP OF DOWN SYNDROME INCIDENCE TO MOTHERS' AGE

Under 30 Less than 1 in 1,000

30 1 in 900 35 1 in 400 36 1 in 300 37 1 in 230 38 1 in 180 39 1 in 135 40 1 in 105 42 1 in 60 44 1 in 35 46 1 in 20 48 1 in 16 49 1 in 12

Source: Hook, E.G., Lindsjo, A. Down Syndrome in Live Births by Single Year Maternal Age.

DIAGNOSTIC TESTS FOR DOWN SYNDROME

AMNIOCENTESISThe removal and analysis of a small sample of fetal cells from the amniotic fluid.Cannot be done until the 14-18th week of pregnancy Lower risk of miscarriage than chorionic villus sampling CHORIONIC VILLUS SAMPLING (CVS)Extraction of a tiny amount of fetal tissue at 9 to 11 weeks of pregnancy The tissue is tested for the presence of extra material from chromosome 21 Carries a 1-2% risk of miscarriage PERCUTANEOUS UMBILICAL BLOOD SAMPLING (PUBS)Most accurate method used to confirm the results of CVS or amniocentesis. The tissue is tested for the presence of extra material from chromosome 21 PUBS cannot be done until the 18-22nd week Carries the greatest risk of miscarriage

•slanting, almond-shaped eyes

•protruding tongue

•small open mouth

•small skull

•flat bridge on nose

•flat face

•small ears

•short neck

•IQ 30-50

•slow to sit, walk, and talk

•usually docile, easily managed

•congenital heart defects

•leukemia

•acute/chronic infections

NO KNOWN CURE

Amino acid supplements and a drug known as Piracetam. Piracetam is a psychoactive drug that some believe may improve cognitive function.

Surgery to correct heart defects/abnormalities/features (readings)(video)

Specialize care, support groups for families

1. What are the criteria for mental retardation?

2.2. What are the levels of mental retardation?What are the levels of mental retardation?

3.3. What are some of the What are some of the Biological causesBiological causes of of retardation?retardation?

4.4. Where do those with Where do those with Down SyndromeDown Syndrome fit into the fit into the Mental Retardation picture?Mental Retardation picture?

5.5. What is What is Cultural FamilialCultural Familial retardation? retardation?

Also associated with Mental Retardation is AUTISM. So, what is

it?

Forms of Autism:The term "PDD" is widely used by professionals to refer to children with autism and related disorders; however, there is a great deal of disagreement and confusion among professionals concerning the PDD label.  Diagnosis of PDD, Autism, or any other developmental disability, is based upon the Diagnostic and Statistical Manual of Mental Disorders - Fourth Edition (DSM-IV), published by the American Psychiatric Association, Washington D.C., 1994, the main diagnostic reference of Mental Health professionals in the United States of America.According to the DSM-IV, the term "PDD" is not a specific diagnosis, but an umbrella term under which the following specific diagnoses are defined:  Autistic Disorder

Rett's Disorder Childhood Disintegrative Disorder

Asperger's Disorder Pervasive Developmental Disorder Not Otherwise Specified (PDD-

NOS).

Autism is a developmental disability that typically Autism is a developmental disability that typically appears during the first three years of life. The appears during the first three years of life. The result of a neurological disorder that affects result of a neurological disorder that affects functioning of the brain, Autism and its associated functioning of the brain, Autism and its associated behaviors have been estimated to occur in as many behaviors have been estimated to occur in as many as 1 in 250 individuals.as 1 in 250 individuals.

Autism is four times more prevalent in boys Autism is four times more prevalent in boys than girls and knows no racial, ethnic or social than girls and knows no racial, ethnic or social boundaries. Family income, lifestyle and boundaries. Family income, lifestyle and educational levels do not affect the chance of educational levels do not affect the chance of Autism’s occurrence.Autism’s occurrence.

Autism impacts the normal development of the brain in Autism impacts the normal development of the brain in the areas of social interactions and communication and the areas of social interactions and communication and communication skills. Children and adults with Autism communication skills. Children and adults with Autism typically have difficulties in verbal and non-verbal typically have difficulties in verbal and non-verbal communication, social interactions and leisure or play communication, social interactions and leisure or play activities. The disorder makes it hard for them to activities. The disorder makes it hard for them to communicate with others and relate to the outside world. communicate with others and relate to the outside world. They may exhibit repeated body movements (hand They may exhibit repeated body movements (hand flapping, rocking), unusual responses to people or flapping, rocking), unusual responses to people or attachments to objects and resist any changes in attachments to objects and resist any changes in routines. In some cases, aggressive and/or self-injurious routines. In some cases, aggressive and/or self-injurious behavior may be present. behavior may be present.

Approximately 1.5 million people in the U.S. today Approximately 1.5 million people in the U.S. today have some form of Autism. Its prevalence rate now have some form of Autism. Its prevalence rate now places it as the third most common developmental places it as the third most common developmental disability – more common than Down’s syndrome.disability – more common than Down’s syndrome.

http://www.autism-society.org/site/PageServer?pagename=Autism_Factshttp://www.autism-society.org/site/PageServer?pagename=Autism_Facts

IS AUTISM DIFFERENT FROM MENTAL IS AUTISM DIFFERENT FROM MENTAL RETARDATIONRETARDATION?

Yes. Autism and mental retardation often co-Yes. Autism and mental retardation often co-exist. It is estimated that between 75% and 80% of exist. It is estimated that between 75% and 80% of people with Autism also exhibit some degree of people with Autism also exhibit some degree of functional retardation though they may have peaks functional retardation though they may have peaks and valleys of strengths and weaknesses. This and valleys of strengths and weaknesses. This distinguishes them from individuals with mental distinguishes them from individuals with mental retardation who generally have a consistent retardation who generally have a consistent developmental level in most of their personal skills developmental level in most of their personal skills and traits. As well, the severe impairments in social and traits. As well, the severe impairments in social interaction and communication characteristic of interaction and communication characteristic of Autism require specific and specialized programs Autism require specific and specialized programs and supports.and supports.

Meet George Finn!

1999 - 60 Minutes video clip

Autism Study Lends Credence to 'Fever Effect' (time 4:07)http://www.npr.org/templates/story/story.php?storyId=16956039

Defending Vaccines: Actress Dispels Link To Autism December 11, 2008 (time 4:41)

http://www.npr.org/templates/story/story.php?storyId=97940354

http://www.youtube.com/watch?v=q9eVqoRctkk

Read Selected Articles about Autism!

• ROW 1: Signs of Autism & Asperger’s; Snapshots from the Autistic Brain

• ROW 2: Myself• ROW 3: My Brother• ROW 4: My Son• ROW 5: The Geek Syndrome

“NELL” = Jodie Foster & Liam Neeson

Cultural Familial Retardation

GIFTEDNESS

Child Prodigy, Six Years Old

http://www.youtube.com/

watch?v=RKXg92atWVg

A term used to describe children with IQ scores above 130 and children with outstanding talents for performing at much higher levels than others of the same age and background.

The ability to generate novel solutions to problems. The ability to generate novel solutions to problems.

Intelligence & Creativity

•Intelligence and Creativity sometimes, but not Intelligence and Creativity sometimes, but not always, go hand in hand always, go hand in hand

•High Intelligence is no guarantee for high Creativity High Intelligence is no guarantee for high Creativity

•Intelligence questions are usually aimed at Intelligence questions are usually aimed at convergent thinkersconvergent thinkers

The Creative Person Is ...

•A DESIGNERA DESIGNER

•A LOGICAL PROBLEM-SOLVERA LOGICAL PROBLEM-SOLVER

•A HABIT BREAKERA HABIT BREAKER

•A CONSTRUCTIVELY DISCONTENTED PERSONA CONSTRUCTIVELY DISCONTENTED PERSON

•A DIVERGENT- CONVERGENT THINKERA DIVERGENT- CONVERGENT THINKER

•INNOVATIVEINNOVATIVE

•UNPREDICTABLEUNPREDICTABLE

•A FEARLESS ADVENTURERA FEARLESS ADVENTURER

•A WHOLE PERSONA WHOLE PERSON

•A PERSON WHO ENJOYS BEING OFF CENTERA PERSON WHO ENJOYS BEING OFF CENTER

•A LOVABLE JERKA LOVABLE JERK

Everyone seems to be waiting until they know it all; Everyone seems to be waiting until they know it all; until they are the world “experts” before they can speak until they are the world “experts” before they can speak up or act up to a situation. Yet no one ever seems to up or act up to a situation. Yet no one ever seems to become that world “expert.” Therefore, we are kept become that world “expert.” Therefore, we are kept from creativity by our own from creativity by our own pride, fear, jealousy and pride, fear, jealousy and competitivenesscompetitiveness. Creativity is blocked by.... Creativity is blocked by...

FEAR of making mistakesFEAR of making mistakesFEAR of being seen as a foolFEAR of being seen as a fool

FEAR of being criticizedFEAR of being criticizedFEAR of being misused or “taken advantage of”FEAR of being misused or “taken advantage of”

FEAR of being “alone” (a man with an idea is FEAR of being “alone” (a man with an idea is automatically a minority of one)automatically a minority of one)

FEAR of disturbing traditions and of making changesFEAR of disturbing traditions and of making changesFEAR of being associated with taboosFEAR of being associated with taboos

FEAR of losing the security of habitFEAR of losing the security of habitFEAR of losing the love of the groupFEAR of losing the love of the group

FEAR of being an individualFEAR of being an individual

Being afraid is both natural and normal. It would be a Being afraid is both natural and normal. It would be a mistake to think we could eliminate it altogether, nor would mistake to think we could eliminate it altogether, nor would we want to. FEAR is simply the reluctance and anxiety to we want to. FEAR is simply the reluctance and anxiety to deal with the unexpected or the result or lack of deal with the unexpected or the result or lack of preparation to deal with the expected. But FEAR deters preparation to deal with the expected. But FEAR deters progress toward creativity through misdirecting our energy progress toward creativity through misdirecting our energy and by restraining us from the action necessary to its and by restraining us from the action necessary to its development. development.

The Universal TravelerThe Universal Traveler by Don Koberg & Jim Bagnall. (Wm. Kaufmann, Inc. Los Altos, by Don Koberg & Jim Bagnall. (Wm. Kaufmann, Inc. Los Altos, CA, 1974)CA, 1974)

Determinants of Intelligence

1. What factors determine intelligence?

2. Who’s studies have been critical in the efforts to understand which factors make up a person’s intelligence or personality traits?

3. According to the text, who has the highest correlation in IQ scores?

a. Is your IQ closer to your parents or brothers and sisters?

4. Discuss the effect of natural parents as opposed to adopted parents and their effect on IQ.

O O O

O O O

O O O•Connect all nine dots

•Use only four straight lines

•Do not retrace your lines

•Do not lift your pen/pencil

This is a Test

This puzzle consists of placing all the numbers between 1 and 11 at the end of the lines and one of the

numbers in the circle that will make every three numbers in every row

add up to eighteen

Eight soldiers need to cross a river, but the only way to get across is in a small boat in

which two children are playing. The boat can carry, at most, two children or one soldier.

How do the soldiers get across?

The Remote Associates Test

charming student valiantfood catcher hothearted feet bitterdark shot sunCanadian golf sandwichtug gravy showattorney self spendingarm coal peachtype ghost story

prince

boatdefense

pitwriter

coldglasses

club

dog

Take away 3 lines and leave only 2 triangles

Want another problem?

1. Article: “Study: Sleep Essential for Creativity”

2. Article: “Creativity – What Is It? Where’s It From?”

3. Article: “Helping Children to Play May Stunt Creativity”

4. Article: “Cashing In On Creativity At Work”