心理学与生活-第59节

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2。　Ongoing　concern　exists　as　to　whether　it　is　possible　to　devise　an　IQ　test　
that　is　“culture…fair”　
3。　Stereotype　Threat–the　threat　of　being　at　risk　for　confirming　a　negative　
stereotype　of　one’s　group–can　bring　about　the　poor　performance　
encoded　in　the　stereotype　
V。Creativity　
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CHAPTER　10：　INTELLIGENCE　AND　INTELLIGENCE　ASSESSMENT　

A。　Creativity　is　the　individual’s　ability　to　generate　ideas　of　products　that　are　both　novel　and　
appropriate　to　the　circumstances　in　which　they　were　generated　
B。　Assessing　Creativity　
1。　Many　approaches　to　rating　individuals　as　creative　or　uncreative　focus　
on　divergent　thinking；　the　ability　to　generate　a　variety　of　unusual　but　
appropriate　solutions　to　a　problem。　

2。　Exceptional　Creativity　and　Madness　
a）　The　exemplary　creator　who　emerges　from　assessments　of　
creativity　as　almost　off　the　scale　

b）　Gardner　alludes　to　a　mon　stereotype　of　the　exemplary　
creator—their　life　experiences　border　on　or　include　the　
experience　of　madness　

VI。　Assessment　and　Society　
A。　The　primary　goal　of　psychological　assessment　is　to　make　accurate　assessments　of　people　
that　are　as　free　as　possible　of　errors　of　assessors’　judgments　
B。　Three　ethical　concerns　are　central　to　the　controversy　of　psychological　assessment　
1。　The　fairness　of　test…based　decisions　
2。　The　utility　of　tests　for　evaluating　education　
3。　The　implications　of　using　test　scores　as　labels　to　categorize　
individuals　
DISCUSSION　QUESTIONS　

1。　Western　culture　places　high　value　on　intelligence；　so　much　so　that　we　begin　intelligence　
testing　of　our　children　as　soon　as　they　enter　the　public　school　system。　Children　are　
routinely　tested；　using　a　variety　of　assessment　instruments。　Testing　is　followed　by　school　
counselors　meeting　parents　to　provide　feedback　regarding　the　child’s　performance。　
Inevitably；　the　child’s　scores　bee　“cocktail　party　conversation；”　with　parents　
paring　their　children’s　scores；　even　though　their　children　may　not　have　been　assessed　
using　the　same　instruments；　or　under　the　same　circumstances。　Discuss　with　the　class　the　
range　of　potential　problems　that　can　result　from　such　activities。　
2。　Given　the　current　three…part　definition　of　intelligence　as　proposed　by　Sternberg；　ask　if　
members　of　the　class　feel　that　any　one　aspect　of　intelligence　is　more　important　than　the　
others？　If　so；　have　them　defend　their　perspectives。　
3。　Discuss　Gardner’s　multiple　intelligences。　How　does　the　class　perceive　these　multiple　areas　
of　intelligence　interacting　with　each　other？　In　which　area　do　various　class　members　feel　
they　are　most　intelligent？　
4。　What　is　meant　by　“the　politicization　of　intelligence”？　What　is　the　significance　of　this　
activity；　and　what　is　the　impact　of　it　on　us　as　individuals？　
5。　Suppose　intelligence　and　creativity　were　negatively　correlated；　and　you　could　be　trained　to　
increase　one　of　them。　Which　would　you　choose？　Ask　the　class　their　opinions　and　discuss　
choices　with　them。　Why　did　they　select　the　one　that　they　did？　
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PSYCHOLOGY　AND　LIFE　

6。　Does　the　class　perceive　“street　smarts”　as　a　special　kind　of　intelligence？　Why　or　why　not？　
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CHAPTER　10：　INTELLIGENCE　AND　INTELLIGENCE　ASSESSMENT　

SUPPLEMENTAL　LECTURE　MATERIAL　

Aspects　of　Intelligence　

Psychometric　psychology　represents　the　quantitative　approach　to　the　measurement　of　intelligence；　
specifically；　to　the　measurement　of　mental　functioning。　Unlike　Piaget；　whose　approach　was　
qualitative　in　nature；　psychometricians　are　more　concerned　with　what　people　know　and　how　they　
perform；　pared　to　others；　than　how　they　came　to　know　something。　

What　is　intelligence？　For　starters；　it　is　an　elusive　concept　and；　as　the　term　is　used　today；　usually　
refers　to　thinking　and　acting　in　ways　that　are　goal…directed　and　adaptive　（Siegler；　1991；　p。　200）。　In　
practice；　we　usually　think　of　intelligence　as　involving　three　main　sets　of　ideas：　

Practical　problem…solving　ability：　The　ability　to　get　to　the　heart　of　a　problem；　accurately　
interpreting　relevant　information；　seeing　all　aspects　of　the　problem；　and　reasoning　through　the　
problem　in　a　logical　manner。　

Verbal　ability：　Speaking　and　writing　clearly　and　articulately；　having　detailed　knowledge　about　
a　specific　field；　reading　widely　and　with　good　prehension；　having　a　good　vocabulary；　and　
dealing　effectively　with　other　people。　

Social　petence：　Skills　include　displaying　curiosity；　being　sensitive　to　the　needs　and　desires　
of　others；　being　on　time；　having　a　“social　conscience；”　and　making　carefully　considered　fair　
judgments。　

How　do　we　study　intelligence？　There　are　multiple　ways：　

The　Psychometric　approach：　Posits　that　intelligence　can　be　described　in　terms　of　mental　factors　
and　that　tests　can　be　constructed　to　reveal　individual　differences　in　those　factors　that　underlie　
mental　performance。　These　factors　include：　

。　Verbal　factors：　Includes　vocabulary；　reading　prehension；　story　pletion；　and　verbal　
analogies。　
。　Spatial　factors：　Such　as　3…dimensional　rotation　abilities；　maze　learning；　and　form…board　
performance。　
We　use　standardized　intelligence　quotient　（IQ）　tests　to　measure　intelligence；　so　IQ　tests　are　the　
instruments　that　ultimately　provide　the　data　for　theory　construction。　Developed　around　1900　by　
Alfred　Binet　and　Theodore　Simon；　the　first　IQ　tests　were　used　to　assess　school…related　abilities　and　
to　differentiate　among　children　who　could　benefit　from　standard　school　instruction　and　those　
requiring　“special”　education。　

Information　processing　approaches　to　intelligence　testing　look　at　individual　differences　in　how　
information　is　encoded；　the　speed　of　processing　that　information；　ease　of　categorization；　and　
metacognition　（which　coordinates　the　first　three）。　Although　the　differences　measured　between　and　
within　individuals　change　across　the　life　span；　there　is　nothing　“inherently　developmental”　about　
the　information…processing　approach。　Information　processing　is　part　of　cognitive　psychology；　some　
aspects　of　which　are　applicable　to　developmental　psychology。　

Piagetian　approaches　look　at　individual　differences　in　the　rate　of　development。　This　approach　is　
developmental　in　nature。　Children　progress　through　the　various　developmental　tasks　at　different　
rates　and　ages；　from　sensorimotor　on　through　the　various　tasks　of　formal　operations。　Now；　let　us　
discuss　some　of　the　actual　instruments　utilized　to　measure　intelligence；　and　what　they　tell　us　or　fail　
to　tell　us。　

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Some　of　the　instruments　monly　used　to　assess　intelligence　quotient　（IQ）　in　children　are　the　
following：　

·　Stanford…Binet　
·　The　WAIS　and　WISC　
·　The　Bayley　Scales　of　Infant　Development　
The　Stanford…Binet　for　children　consists　of　“games”　and　identification　problems。　The　WAIS　is　
primarily　pen　and　paper；　and　the　WISC　is　both　pen　and　paper　and　practical　ability。　The　Bayley　
consists　of　trying　to　get　the　child　to　play　the　same　game　that　you　are　playing。　

“IQ　Tests”　are　one　of　the　more　monly　used　and　abused　psychological　instruments　ever　devised。　
Always　be　aware　that　IQ　tests　measure　one　and　only　one　type　of　intelligence：　that　which　is　required　
to　succeed　in　formal　educational　institutions。　Realistically　speaking；　the　IQ　score　is　the　best　single　
predictor　we　have　of　academic　achievement　ability；　but　IQ　tests　are　objective　rather　than　projective　
measures。　Examples　of　IQ　tests　with　which　you；　as　students；　are　most　familiar　are　the　SAT　or　ACT。　
If　you　go　past　a　baccalaureate　degree　in　your　educational　process；　you　will　have　the　traumatizing　
experience　of　being　acquainted　with　the　GRE；　LSAT；　MCAT；　DCAT；　or　whatever　applies　to　your　
area　of　graduate　interest。　

IQ　scores　can　only　be　interpreted　in　a　relative　sense。　Your　score　is　based　on　standardized　norms　
and　indicates　how　well　you；　as　an　individual；　performed　on　a　given　test　instrument　relative　to　other　
individuals　of　the　same　age　and　background；　when　tested　under　the　same　constraints。　The　normal　
curve；　or　normal　distribution；　is　used　to　define　the　distribution　of　IQ　scores。　

Once　more；　relativity　is　the　essential　concept。　Whether　or　not　your　child　is　“gifted”　in　a　positive　or　
negative　manner　is　relative　to　where　he/she　scored　in　parison　to　other　children　who　took　the　
same　instrument；　at　the　same　time；　under　the　same　conditions。　When　looking　at　IQ　scores　and　
interpreting　them；　you　will　frequently　hear　the　following　terms。　They　are　key　to　understanding　
relativity　and　IQ　measurement。　

Stability　refers　to　the　individual’s　relative　standing　over　time。　

Change　refers　to　the　change　in　a　given　individual’s　absolute　scores　over　time。　

In　summing　up；　IQ　scores　are　useful　to　us　in　determining　the　individual’s　potential　for　success　in　
an　academic　environment　but　beyond　that　function　their　applicability　fades　rapidly。　As　students　
and　as　future　parents；　you　need　to　be　aware　of　the　applications　in　which　the　IQ　test　is　relevant；　and　
in　which　it　is　not。　

What　Color　Is　an　IQ？　

Critics　of　intelligence　tests　claim　that　one　reason　that　African　Americans　and　other　minorities　score　
lower　is　that　the　tests　are　written　in　a　“foreign”　language。　The　test　instructions　and　questions；　
written