<?xml version="1.0"?>
<rss version="2.0">
   <channel>
      <title>Unit 9 by Ilakkiya Venkatachalam</title>
      <link>https://padlet.com/ilakkiyaven2598/unitnine</link>
      <description>Personality</description>
      <language>en-us</language>
      <pubDate>2018-03-04 23:21:54 UTC</pubDate>
      <lastBuildDate>2018-03-08 13:37:43 UTC</lastBuildDate>
      <webMaster>hello@padlet.com</webMaster>
      <image>
         <url></url>
      </image>
      <item>
         <title>Module 60</title>
         <author>ilakkiyaven2598</author>
         <link>https://padlet.com/ilakkiyaven2598/unitnine/wish/238542242</link>
         <description><![CDATA[<div><em>Intelligence:</em> the ability to learn from experience, solve problems, and use knowledge to adapt to new situations<br><em>Intelligence test:</em> a method for assessing an individual's mental aptitudes and comparing them with those of others, using numerical scores<br>--&gt; But if a talented artist is stumped by a simple math problem, is intelligence a general ability or several specific abilities?<br><strong>Charles Spearman</strong></div><ul><li><em><mark>general intelligence:</mark></em> a general intelligence factor that underlies specific mental abilities, and can be measured by every task on an intelligence test</li><li><em><mark>factor analysis</mark></em><em>:</em> a statistical procedure that identifies clusters of related items <em>(factors)</em> on a test; used to identify different dimensions of performance that underlie a person's total score</li><li>people who score high in one, score high in other areas, because of the <strong>g factor</strong></li></ul><div><strong>L.L. Thurston</strong></div><ul><li><mark>7 clusters</mark> of primary mental ability</li><li>word fluency, verbal comprehension, spatial ability, perceptual speed, numerical ability, inductive reasoning, and memory</li><li>Spearman's early opponent, yet studies of people showed that those who performed well in one did better than average in others, so he had to conclude that there was a <strong>g factor</strong></li></ul><div><strong>Satoshi Kanazawa</strong></div><ul><li>he theorized that general intelligence is a way to solve novel problems, like how to prevent a fire from spreading, not evolutionarily familiar problems, like identifying a face or mating</li><li>a difference in academic and social skill</li></ul><div><strong>Howard Gardner</strong></div><ul><li><mark>theory of eight intelligences</mark>: naturalist, interpersonal, intrapersonal, bodily-kinesthetic, spatial, musical, logical-mathematical, linguistic</li><li>the key tenant of his theory is that being strong or weak in one has no real implications on the others</li><li>multiple abilities come in different packages, leaving people extremely weak in an area and exceptionally bright in one (Rain Man--can't button shirt, memorize pages in 9 seconds)</li><li><em><mark>savant syndrome</mark></em><em>:</em> a condition in which a person otherwise limited in mental ability has an exceptional specific skill</li><li>yet there is proof of a g factor</li></ul><div>--&gt; <em>grit:</em> passion and perseverance in the pursuit of long-term goals<br>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;those who are successful are conscientious, doggedly energetic<br><strong>Robert Sternberg</strong></div><ul><li><mark>triarchic theory</mark></li><li><blockquote>analytical intelligence: assessed by traditional intelligence tests; school grades and vocational success</blockquote></li><li><blockquote>creative intelligence: reacting adaptively to novel situation, creative problem-solving</blockquote></li><li><blockquote>practical intelligence: required for everyday tasks (managerial success, business execs)</blockquote></li></ul><div><strong>John Mayer, Peter Salovey, David Caruso</strong><br><em><mark>emotional intelligence</mark></em><em>:</em> the ability to perceive, understand, manage, and use emotions (4 parts--in definition)<br>--&gt; Bigger is better. Having more gray matter and white matter has a correlation of +.33 with intelligence scores</div>]]></description>
         <enclosure url="" />
         <pubDate>2018-03-06 11:31:28 UTC</pubDate>
         <guid>https://padlet.com/ilakkiyaven2598/unitnine/wish/238542242</guid>
      </item>
      <item>
         <title>3/6 Notes</title>
         <author>ilakkiyaven2598</author>
         <link>https://padlet.com/ilakkiyaven2598/unitnine/wish/238586895</link>
         <description><![CDATA[<div><strong>J.P. Guilford</strong></div><ul><li>developed from the ideas from L.L. Thurston (7 clusters), rejected Spearman's general intelligence</li><li>distinction between convergent and divergent thinking</li></ul><div><strong>Wechsler Intelligence Tests</strong><br>Wechsler intelligence scale for children (WISC-IV) ages 6-16 [adolescents]<br>Wechsler preschool and primary scale of intelligence (WPPSI) ages 4.5-6</div><ul><li>school placement,</li></ul><div>Wechsler adult intelligence scale (WAIS-IV) ages 16-74</div><ul><li>determine vocational ability, assess adult intellectual ability in the classroom, determine organic defects</li></ul><div><strong>Types of Tests</strong></div><ol><li>Aptitude tests: predict the future, ACT, SAT</li><li>Achievement tests: reflect current performance, not very different, both assess ability and its development</li></ol><div><strong>Test Construction Principles (Wechsler and Stanford-Binet)</strong><br><em>Reliability:</em> consistency<br><em>Validity:</em> does it test what its supposed to?</div><div>content validity: does the test sample the behavior of interest?</div><div>predictive validity: the success of the test to predict the behavior</div><div><em>Standardized:</em> uniform testing procedures and meaningful scores in comparison with the performance of a pretested group<br><em>Normal curve:</em> the bell-shaped curve that describes the distribution of physical and psychological attributes</div>]]></description>
         <enclosure url="" />
         <pubDate>2018-03-06 13:40:29 UTC</pubDate>
         <guid>https://padlet.com/ilakkiyaven2598/unitnine/wish/238586895</guid>
      </item>
      <item>
         <title>Module 61</title>
         <author>ilakkiyaven2598</author>
         <link>https://padlet.com/ilakkiyaven2598/unitnine/wish/238992567</link>
         <description><![CDATA[<div><strong>Alfred Binet (nurture)</strong></div><ul><li><em><mark>mental age</mark></em><em>:</em> a measure of intelligence test; the chronological age that most typically corresponds to a given level of performance</li><li>he was against inherited intelligence, believed that environment lead to most differences</li></ul><div><strong>Lewis Terman (nature)</strong><br><em><mark>Stanford-Binet:</mark></em> the widely used American revision of Binet's original intelligence test; measuring innate intelligence<br><strong>William Stern</strong><br><em><mark>IQ</mark></em><em>:</em> the ratio of mental age to chronological age multiplied by 100; the average performance is a 100<br>--&gt; Francis Galton's <em><mark>eugenics</mark></em>: a movement that proposed using measured human traits to encourage only smart and fit people to reproduce<br><strong>Modern Tests of Mental Abilities</strong></div><div><em><mark>achievement tests</mark></em><em>:</em> a test designed to assess what a person has learned</div><div><em><mark>aptitude tests</mark></em><em>:</em> a test designed to predict a person's future performance; aptitude is the capacity to learn</div><div>--&gt; <em>Flynn effect:</em> increasing intelligence scores over time<br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2018-03-07 04:03:24 UTC</pubDate>
         <guid>https://padlet.com/ilakkiyaven2598/unitnine/wish/238992567</guid>
      </item>
      <item>
         <title>Module 62</title>
         <author>ilakkiyaven2598</author>
         <link>https://padlet.com/ilakkiyaven2598/unitnine/wish/238997561</link>
         <description><![CDATA[<div><strong>Aging &amp; Intelligence<br></strong>Phase I: cross-sectional studies show decline in mental ability with age<br>Phase II: longitudinal studies of&nbsp;<em>cohorts</em> (same group of people) show stable intelligence<br>Phase III: criticism that the people who live longer are healthier and will have better intelligence; intelligence is not a single trait, some decreases (memory, speed, reasoning) and some increases (vocab) with age</div><blockquote><em><mark>crystalline intelligence</mark></em><em>:</em> our accumulated language skill, increases with age<br><em><mark>fluid intelligence</mark></em>: our ability to reason speedily and abstractly</blockquote><div><strong>Extremes of Intelligence</strong><br><em><mark>intellectual disability</mark></em><em>:</em> a condition of limited mental ability, an intelligence score of 70 or below, difficulty in adapting to the demands of life<br><em><mark>down syndrome</mark></em><em>:</em> a condition of mild to severe intellectual disability and associated physical disorders caused by an extra copy of chromosome 21</div>]]></description>
         <enclosure url="" />
         <pubDate>2018-03-07 04:39:43 UTC</pubDate>
         <guid>https://padlet.com/ilakkiyaven2598/unitnine/wish/238997561</guid>
      </item>
      <item>
         <title>3/8 Notes</title>
         <author>ilakkiyaven2598</author>
         <link>https://padlet.com/ilakkiyaven2598/unitnine/wish/239629086</link>
         <description><![CDATA[<div><strong>IQ Tests - they suck</strong></div><ul><li>socioeconomic status: middle class kids do better than lower class kids</li><li>language status: children from dominant cultures tend to do better</li><li>age: iq scores on timed tests tend to decline with age</li><li>heredity: iq scores of identical twins raised apart are quite similar</li></ul><div>--&gt; the greatest indicator of&nbsp;success on standardized tests is how well their parent</div>]]></description>
         <enclosure url="" />
         <pubDate>2018-03-08 13:28:51 UTC</pubDate>
         <guid>https://padlet.com/ilakkiyaven2598/unitnine/wish/239629086</guid>
      </item>
   </channel>
</rss>
