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Chapter 9
INTELLIGENCE AND
INTELLIGENCE
ASSESSMENT
▲ TABLE OF CONTENTS
To access the resource listed, click on the hot-linked title or press CTRL + click
To return to the Table of Contents, click on ▲ Return to Table of Contents
To return to a section of the Lecture Guide, click on ► Return to Lecture Guide
► LECTURE GUIDE
¾ What Is Assessment? (p. 381)
¾ Intelligence Assessment (p. 382)
¾ Theories of Intelligence (p. 383)
¾ The Politics of Intelligence (p. 384)
¾ Assessment and Society (p. 385)
¾ Chapter Summary and Applications (p. 385)
▼ FULL CHAPTER RESOURCES

¾ Key Terms (p. 386)
¾ Changes from 19th Edition to 20th Edition (p. 387)
¾ Lecture Launchers and Discussion Topics (p. 388)
¾ Classroom Activities, Demonstrations, and Exercises (p. 396)
¾ Handout Masters (p. 402)
¾ Forty Studies That Changed Psychology (p. 415)
¾ Web Resources (p. 416)
¾ Video Resources (p. 418)
¾ Multimedia Resources (p. 420)
¾ PowerPoint Slides (p. 421)
¾ Accessing Resources (p. 421)
Copyright © 2013 Pearson Education, Inc. All rights reserved.

380
Chapter 9: Intelligence and Intelligence Assessment
LECTURE GUIDE
WHAT IS ASSESSMENT? (Text p. 240)
Lecture Launchers/Discussion Topics:
¾ IQ and Juror Selection
¾ The Darwin Awards—What Intelligence Isn’t
¾ Does the SAT Have Predictive Value?
Forty Studies That Changed Psychology:
¾ What You Expect Is What You Get
Web Resources:
¾ Intelligence
Outline
I. What Is Assessment?
A. Psychological assessment is the use of specified testing procedures to evaluate the abilities, behaviors, and
personal qualities of people.
B. History of Assessment
1. Over 4,000 years ago, China employed a rigorous civil servant testing system.
2. Methods the Chinese used to evaluate people in the 1800s were observed by missionaries and later
brought to England.
3. Sir Francis Galton was a central figure in the development of Western intelligence testing.
a) He applied evolutionary theory to the study of human abilities.
b) He postulated four ideas regarding intelligence assessment:
(i) Differences in intelligence were quantifiable.
(ii) Differences among individuals were normally distributed across populations.
(iii) Intelligence could be measured objectively.
(iv) The extent to which two sets of test scores were related could be statistically determined by a
“co-relation,” later to become correlation.
c) Galton began the eugenics movement, advocating improving humankind by selective breeding
while discouraging reproduction among the biologically inferior.
C. Basic Features of Formal Assessment
1. Formal assessment procedures should meet three requirements:
a) Reliability indicates that instruments must provide consistent scores.
b) Validity indicates that instruments must measure what the assessor intends it to measure.
c) Standardization indicates that instruments must be administered to all persons in the same way
under the same conditions.
2. These are the methods of obtaining reliability, validity, and standardization:
a) Reliability
(i) Test–retest reliability is a correlation of scores derived by the same individual(s) at different
times.
(ii) Parallel forms is the correlation of scores derived by using different forms of the same test.
(iii) Internal consistency involves the degree to which different parts of a test yield similar results
(odd versus even items).
(iv) Split-half reliability shows the correlation between different halves of the same test.
b) Validity
(i) Face validity is the topic of measurement that is clear to those being tested.
(ii) Criterion validity or predictive validity is the correlation between a test’s scores and a specific
criterion of the characteristic being tested.
(iii) Construct validity is the degree to which scores on a test relate to the construct they are
intended to measure.

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Instructor’s Manual for Psychology and Life, 20th Edition
3. Norms and Standardization

a) Norms are typical scores or statistics used for comparisons.
b) Standardization is the administration of a testing device to all under identical conditions.
▲ Return to Chapter 9: Table of Contents
INTELLIGENCE ASSESSMENT (Text p. 243)

¾ Hormones and Thinking Skills
¾ IQ and Juror Selection
¾ The Darwin Awards—What Intelligence Isn’t
Classroom Activities, Demonstrations, and Exercises:
¾ What Exactly Is Intelligence?
¾ Intelligence
¾ Intelligence and Mental Capacity in Film
Forty Studies That Changed Psychology:
¾ What You Expect Is What You Get
¾ Just How Are You Intelligent?
Web Resources:
¾ Intelligence
Outline
I. Intelligence Assessment
A. Intelligence is a very general mental capability that involves the ability to reason, plan, solve problems,
think abstractly, comprehend complex ideas, and learn from experience.
B. The Origins of Intelligence Testing
1. Alfred Binet developed an objective test that could classify and identify developmentally disabled
children.
a) He designed age-appropriate test items.
b) His test computed average scores for normal children at different ages expressed in mental age
and chronological age.
2. Binet’s approach has four features:
a) A test score is interpreted as an estimate of current performance, not as a measure of innate
intelligence.
b) Scores identify children needing special help. Binet did not want scores to stigmatize children.
c) He emphasized training and opportunity.
d) He constructed his test on empirical (not theoretical) data.
C. IQ Tests
1. The Stanford–Binet Intelligence Scale
a) This test was adapted for American school children by Lewis Terman of Stanford University.
b) It provided a base for the concept of intelligence quotient (IQ), with “IQ being the ratio of mental
age (MA) to chronological age (CA), multiplied by 100” (in order to eliminate decimals).
c) Thus, IQ = (MA ÷ CA) × 100.
2. The Wechsler Intelligence Scales
a) Wechsler–Bellevue Intelligence Scale, developed by David Wechsler, was first published in 1939.
b) The original version was renamed Wechsler Adult Intelligence Scale (WAIS) in 1955 and revised
and re-released in 1997 (WAIS-III).
c) The WAIS-III is designed for individuals 18 years old and older, and has six verbal and five
performance subtests:
(i) Verbal
(a) information

382
(b) vocabulary
(e) comprehension
(d) arithmetic
(e) similarities
(f) digit span
(ii) Performance
(a) block design
(b) digit symbol
(c) picture arrangement
(d) picture completion
(e) object assembly
d) Wechsler Intelligence Scale for Children, 4th ed. (WISC-IV) (2003) is designed for children 6 to
17 years old.
e) Wechsler Preschool and Primary Scale of Intelligence, 3rd ed. (WPPSI-III) (2002) is designed for
children 4 to 6 1/2 years old.
3. Extremes of Intelligence
a) Mental retardation is diagnosed if the individual’s IQ is approximately 70 to 75 or below, there
are significant disabilities in two or more adaptive skill areas, and the age of onset is below 18.
b) Giftedness label usually involves an IQ score above 130; however there is controversy as to
additional guidelines.
c) Longitudinal studies have found gifted students tend to do well and be well adjusted in later life.
THEORIES OF INTELLIGENCE (Text p. 248)

¾ Terman’s Termites
¾ Information Processing Approach to Intelligence
¾ Arthur Jensen
¾ Einstein’s Brain
¾ Multiple Intelligences
¾ Emotional Intelligence (The EQ Test)
¾ Age and Intelligence
¾ Should Psychology Adopt a Theory of Multiple Intelligence?
Outline
I. Theories of Intelligence
A. Psychometrics is the field of psychology that specializes in mental testing and measures.
1. Psychometrics is based on a statistical technique called factor analysis. The goal of factor analysis is to
identify the basic psychological dimensions of the concept being investigated.
2. Individual contributors include the following:
a) Charles Spearman concluded presence of g, a general intelligence underlying all intelligent
performance.
b) Raymond Cattell determined general intelligence could be broken into two relatively independent
components:
(i) Crystallized intelligence is the knowledge the individual has already acquired and the ability
to access that knowledge.
(ii) Fluid intelligence is the ability to see complex relationships and solve problems.
B. Sternberg’s Triarchic Theory of Intelligence
1. This theory stresses the importance of cognitive processes in problem solving.
2. Three types of intelligence characterize effective performance:

383
a) Analytical intelligence is defined by the component or mental processes that underlie thinking and
problem solving.
b) Creative intelligence captures people’s ability to deal with two extremes: novel versus very
routine problems.
c) Practical intelligence is reflected in the practical management of day-to-day affairs.
C. Gardner’s Multiple Intelligences and Emotional Intelligence
1. This is an expanded theory of intelligence, beyond skills tested on IQ tests.
2. Numerous intelligences cover a range of experience including: linguistic, naturalistic, logical-
mathematical, spatial, musical, kinesthetic (motor), interpersonal, and intrapersonal abilities.
3. Gardner characterizes people as lasers, those with high IQ in one or two areas, and as searchlights,
those with high IQ in many areas.
4. Emotional intelligence (EQ) is related to interpersonal and intrapersonal intelligences. EQ is reflected
in four abilities:
a) Ability to perceive, appraise, and express emotions appropriately.
b) Ability to use emotions to facilitate thinking.
c) Ability to analyze emotions and use emotional knowledge effectively.
d) Ability to regulate emotions to promote emotional and intellectual growth.
THE POLITICS OF INTELLIGENCE (Text p. 251)

¾ Hormones and Thinking Skills
¾ Birth Order and Intelligence
¾ Mental Retardation
¾ Terman’s Termites
¾ Cultural Bias in IQ Testing
¾ Creating a Culture-Fair Intelligence Test
¾ Age and Intelligence
Outline
I. The Politics of Intelligence
A. The History of Group Comparisons

1. Henry Goddard (early 1900s) advocated testing immigrants and selectively excluding those found to be
“mentally defective.”
2. Advocates like this contributed to the hostile climate toward immigrants in the early 1900s.
3. IQ tests given in this way were not reliable or valid.
B. Heredity and IQ
1. Heritability is based on an estimate within a given group but cannot be used to interpret between group
differences.
2. A heritability estimate of a particular trait, such as intelligence, is based on the proportion of the
variability in test scores on that trait that can be traced to genetic factors.
3. For general human characteristics, differences between gene pools of different racial groups are
minute, as compared to genetic differences among individual members within the same group.
C. Environments and IQ
1. Research has most often focused on global measures of environment (e.g., socioeconomic status) in
considering its influence on IQ scores.
2. Preschool intervention outcomes suggest two things:
a) IQ can easily be affected by the environment.
b) Enriched environments must be sustained to maintain positive outcomes.

384
D. Culture and the Validity of IQ Tests

1. Systematic bias in tests invalidates tests and is unfair to minorities.
2. Ongoing debate exists regarding the possibility of constructing IQ tests that are “culture-fair” or
unbiased.
3. Stereotype threat refers to risking confirmation of a negative stereotype of one’s group. Believing
one’s own group’s negative stereotypes can impair performance.
ASSESSMENT AND SOCIETY (Text p. 256)

¾ Cultural Bias in IQ Testing
¾ Creating a Culture-Fair Intelligence Test
Outline
I. Assessment and Society
A. The primary goal of psychological assessment is to make accurate assessments of people that are as free as
possible from the errors of assessors’ judgments or biases.
B. Three ethical concerns are central to the controversy of psychological assessment:
1. The fairness of test-based decisions (bias toward or against members of different cultures).
2. The utility of tests for evaluating education.
3. The implications of using test scores as labels to categorize individuals.
CHAPTER SUMMARY AND APPLICATIONS

¾ Crossword Puzzle
¾ Fill in the Blank

385
KEY TERMS
Chronological Age Internal Consistency
Construct Validity Learning Disorders
Criterion Validity Mental Age
Crystallized Intelligence Mental Retardation
Emotional Intelligence Norms
EQ Parallel Forms
Face Validity Predictive Validity
Fluid Intelligence Psychosocial Assessment
Formal Assessment Psychometrics
g Split-half Reliability
Heritability Estimate Standardization
Intelligence Stereotype Threat
Intelligence Quotient (IQ) Test–retest Reliability

386
CHANGES FROM PSYCHOLOGY AND LIFE, NINETEENTH EDITION TO

PSYCHOLOGY AND LIFE, TWENTIETH EDITION
New Critical Thinking in Your Life: Why Do Intelligent People Have Longer Lives?
New Psychology in Your Life: What Brain Differences Accompany Higher Intelligence?
New research studies:
o “The practical intelligence of entrepreneurs: Antecedents and a link with new venture growth” (Baum et al.,
2011).
o “Trait emotional intelligence in sports: A protective role against stress through heart rate variability?”
(Laborde et al., 2011)
Updated information on intellectual disabilities
Critiques of Sternberg’s and Gardner’s theories of intelligence
New research on assessment of early childhood interventions (Lee, 2011; Zhai et al.)
New research on interactions between genetics and environment (Tucker-Drob et al., 2011)

387
LECTURE LAUNCHERS AND DISCUSSION TOPICS
Hormones and Thinking Skills

IQ and Juror Selection
The Darwin Awards—What Intelligence Isn’t
Does the SAT Have Predictive Value?
Birth Order and Intelligence
Mental Retardation
Terman’s Termites
Information Processing Approach to Intelligence
Arthur Jensen
Einstein’s Brain
The Influence of Language on Thought
How to Improve Cognitive Processes
Lecture/Discussion: Hormones and Thinking Skills
Uriel Halbreich, UB professor of psychiatry and gynecology and obstetrics, and an expert in psychopharmacology,
hormonal disorders and behavior, has reported that the performance of postmenopausal women on certain tests
measuring the ability to integrate several cognitive functions improved significantly after a course of estrogen-
replacement therapy (ERT).
It was found that low levels of estrogen may impair some cognitive functions, while estrogen-replacement
therapy may help improve certain thinking and biological brain processes, and also may play a role in elevating
mood, results of studies involving postmenopausal women conducted by researchers at UB have shown.
Postmenopausal women and women of childbearing age were given a wide variety of tests that measure
different areas of cognitive functions according to Halbreich. The women were then given estrogen for 60 days, and
there appeared to be a significant improvement. This increase in cognitive ability was correlated with the plasma
levels of estrogen. The results indicated that integrative abilities, reaction times and short-term verbal memory of
many of the postmenopausal women improved after estrogen therapy. Halbreich believes that estrogen may help
maintain some functions that typically decline with age or menopause.
► Return to Lecture Guide: What Is Assessment?

► Return to Lecture Guide: Intelligence Assessment
► Return to Lecture Guide: Theories of Intelligence
► Return to Lecture Guide: Politics of Intelligence
► Return to Lecture Guide: Assessment and Society
▼ Return to List of Lecture Launchers and Discussion Topics for Chapter 9
Lecture/Discussion: IQ and Juror Selection
A California court case (People v. Pierce [40 Cal. Rptr. 2d 254]) raises the issue of how intelligent a person must be
to serve as a member of a jury in a criminal trial. Ronald Blaine Pierce was convicted of forcible oral copulation,
forcible sodomy, and false imprisonment. His conviction was overturned, however, on the grounds that one of the
jurors who convicted him was mildly mentally retarded.
During the voir dire process the judge asked prospective jurors to state their names, occupations, occupations
of their spouses, and whether they had ever served on a jury. The juror in question answered honestly and simply.
Subsequently, the judge asked, “Do any of you know any reason at all, perhaps something I haven’t touched on in
my voir dire, that would bear upon your qualities to serve as a fair and impartial juror?” to which no one responded.
The defendant’s attorney discovered during the jury’s final instructions that one of the jurors was mildly mentally
retarded, and filed for a reversal of the conviction.
A clinical psychologist later testified that the juror in question was a long-term resident of a group home and
had an IQ of 66. In the psychologist’s opinion, the juror would have had difficulty processing the information in the
trial, due to “her shortened attention span and her inability to process testimony at a normal rate of speech.” It was

388
also revealed, however, that the juror in question worked 20 hours a week in a retail store, and had received several
promotions and raises during the past two and a half years. The juror was also capable of getting to and from work
using public transportation.
California Code of Civil Procedure, section 203, lists the factors that disqualify potential jurors. These include
people who are not U.S. citizens; who do not live in the state or in the jurisdiction in which they are called to serve;
who have been convicted of a felony; who are serving as grand jurors; or who are the subject of conservatorship. On
these grounds, the judge denied the defendant’s motion for a new trial, noting that none of these exclusions applied
to the mentally retarded juror. The California Court of Appeal, however, ruled that the defendant had been denied
due process “to a jury whose members are both impartial and mentally competent.” The appellate court ruled that
section 203 eliminates certain categories of people, but not all categories of people who may be unfit to serve.
This case raises several issues regarding the efficacy of the voir dire process, as well as the standards of
“competence” and “incompetence” to be used in juror selection.
Ewing, C. P. (1995, July). Is IQ relevant to juror selection? APA Monitor, p. 16.

Lecture/Discussion: The Darwin Awards—What Intelligence Isn’t
Another way to approach the issue of defining intelligence is to define what intelligence is not! This can be done in a
humorous way by recounting a few passages from the well-known Darwin Awards books. It honors certain people
who kill, or in rare cases sterilize themselves accidentally, by attempting to do stupid feats or making careless
mistakes. The Darwin Award books state that, “The Awards honour people who ensure the long-term survival of the
human race by removing themselves from the gene pool in a sublimely idiotic fashion.” The Darwin Awards Web
site has many examples of award winners from the past, plus a “vintage Darwins” section, which is a hall of fame of
sorts for Darwin Awards: http://darwinawards.com/darwin/.
Consistent with a critical thinking approach, the examination of an apparent lack of intelligence will prime
students to consider what intelligence really is (besides not being stupid).

Lecture/Discussion: Does the SAT Have Predictive Value?
A discussion of the predictive value of the SAT is sure to get students’ attention. The following are some recent data
and news regarding the SAT, and a critical look at whether the test is doing what it is supposed to do—that is,
predict school performance.
The SAT is woven into the fabric of the college admissions process. Nearly all colleges use the SAT to help
whittle down their applicant pool to a manageable number, and to select students with desirable intellectual
qualifications. Nearly 2 million hopeful college applicants take the test annually, and nearly 1,600 undergraduate
institutions use the SAT to help them in their selection process. There have been many critics of the SAT, however,
for many different reasons.
Jeff Rickey, dean of admissions at Earlham College says about the SAT, “The test is too long (about 4 hours)
for most young people to actually sit through…the present SAT experience is almost cruel and inhumane
punishment.” According to an April 5 article in USA Today, 24 of the top 100 liberal arts colleges as ranked by U.S.
News & World Report are SAT- and ACT-optional. “We expect the ACT/SAT-optional list to continue growing as

389
more institutions recognize that the tests remain biased, coachable, educationally damaging and irrelevant to sound
admissions practices,” said Robert Schaeffer, public education director of FairTest, a Cambridge, Mass., agency that
monitors standardized tests. “As leaders of the new test-optional campuses have eloquently stated, dropping ACT
and SAT score requirements will enhance diversity and academic quality,” he said in an announcement about the
increase in schools dropping test-score requirements.
To examine the point of whether SAT scores actually do what they are supposed to do, we need to look at the
issue scientifically. The information presented in the chapter that indicates two “branches” of predictive value for
the SAT (the “low branch” of SAT scores has some [albeit limited] predictive power concerning college grade point
average, whereas the “high branch” of SAT scores has virtually no predictive power) is intriguing. Another set of
data, generated by the Ralph Nader report (1980) on the Educational Testing Service, indicates that random
predictions for student performance were nearly 90 percent as accurate as the SAT! In other words, the SAT doesn’t
appear to have much discriminative power with regard to future student school performance. As already noted, these
kinds of revelations have been causing some schools to reconsider their reliance on the SAT as a tool for student
selection in the admissions process. Of note, M.I.T. (a prestigious institution) no longer uses it. Given the lack of
predictive power for the “upper branch” of SAT scores, this totally makes sense. In fact, more and more colleges
and universities are giving more weight to what appears to be the best predictor of collegiate success: high school
grades.

Lecture/Discussion: Birth Order and Intelligence
Birth order has been invoked to explain all manner of behavior, according to the pop psychology that crowds the
bookstore shelves. Although some of the claims are false and some are wishful thinking, there is a ring of truth to
the effects of one’s family position on behavior. In particular, birth order has been used to explain some elements of
intellectual performance.
Several studies have found that earlier-born children (in a family sequence) tend to perform better on aptitude
and intelligence tests compared to later-born children. Why this is the case, however, remains somewhat a matter of
debate. Several theories on the “nature” side of things, such as hormonal or other biological changes in slightly older
mothers affecting later-borns, have been advanced and rejected. At present, the “nurture” side of the debate,
emphasizing environmental influences, has captured the attention of researchers seeking to explain this outcome.
Robert Zajonc and Gregory Markus have offered an explanation. Their confluence model argues that children
will attain higher intellectual achievements if they are raised in environments that provide greater intellectual
stimulation, coming, in part, from parents and siblings. At first blush this theory would suggest that larger families
should provide more of such opportunities, and further that later-born children should reap the rewards of the
abundant intellectual stimulation of their numerous siblings. However, Zajonc and Markus made the opposite
argument, that as family size increases, the intellectual climate of the family decreases.
In the simplest case of two parents and a single child, the overall intellectual climate can be calculated based
on a simple heuristic. If the parents each contribute 50 “intelligence units” (an arbitrary value used for illustration)
and the infant contributes zero, the overall intellectual climate of the family would be 50 + 50 + 0 = 100 / 3 = 33. As
the child grows, his or her contribution to the family intellectual climate might increase by 3 points a year. After two
years, if another child is born, the overall intellectual climate of the family has now changed to 50 + 50 + 6 + 0 =
106 / 4 = 27. If another sibling arrives two years after that, the equation changes to 50 + 50 + 12 + 6 + 0 = 118 / 5 =
24. In short, as more children arrive, the overall intellectual climate decreases, given the contributions made by each
family member, but only to a point. With extraordinarily large families (e.g., 10 or more children) a rise in overall
climate can be seen in these calculations.
When applied to data, Zajonc and Markus’s theory holds up remarkably well. For example, a reanalysis of data
from a large Dutch study (Belmont & Marolla, 1973) generally confirmed the confluence model, with a few
exceptions. First, there was an “only-child” effect, such that children with no siblings scored at about the same
performance level as first-borns in families with four children. The confluence model should predict only-children to
score highest, given that they enjoy the richest intellectual climate (based on the calculations). Second, there was a

390
“last-born” effect, such that the last sibling’s intellectual performance tended to drop dramatically. This is curious,
given the slight rise in calculated scores as families become substantially larger.
Zajonc and Markus suggested that neither only-children nor last-borns get to be “teachers,” which may account
for the anomalies in the pattern of scores. Only-children have no one to teach, and last children seem unlikely
candidates for teaching their older siblings. This intriguing explanation has a ring of truth to it, and fits well with the
available data.
So, how to plan a family to maximize intellectual development? Here the answer is not so clear. Only-children
may enjoy a rich intellectual climate, but succumb to the only-child effect. Up to a point, more children will reduce
the overall intellectual climate. The strategy of spacing births out considerably, such as five or more years between
two children to maximize the first child’s contributions, may lead to the last-child effect. Although the confluence
model makes a compelling case for explaining birth-order effects, it remains silent on strategies for optimal family
planning.
Belmont, L., & Marolla, F. (1973). Birth order, family size, and intelligence. Science, 182, 1096–1101.
Zajonc, R. B., & Markus, G. B. (1975). Birth order and intellectual development. Psychological Review, 82, 74–88.
http://psycnet.apa.org/index.cfm?fa=search.displayRecord&uid=2001-17729-002

Lecture/Discussion: Mental Retardation
Mental retardation is a term used when a person has certain limitations in mental functioning that occurs prior to the
age of 18. There must also be a limitation in skills such as communicating, taking care of him/herself, and social
skills. People scoring below an IQ score of 70–75 and have adaptive problems are considered to be mentally
retarded.
There are many things that can cause mental retardation. Among them are genetics, problems during
pregnancy, problems during birth, and some health problems. Being mentally retarded causes the individual to have
other problems, as well. As many as 3 out of every 100 people in the United States are considered to be mentally
retarded. Of those individuals, over 600,000 between the ages 6 to 21 have some level of mental retardation and
need special education in school (Twenty-fourth Annual Report to Congress, U.S. Department of Education, 2002).
In fact, 1 out of every 10 children who need special education has some form of mental retardation. Most individuals
with mental retardation, about 87 percent, will only be a little slower than average in learning new information and
skills.
For more information about mental retardation, please check the following source: American Association on
Mental Retardation. (2002). Mental retardation: Definition, classification, and systems of supports (10th ed.).
Washington, DC.
Reprinted from Alan Swinkels (2003). Instructor’s resource manual for Psychology by S. Kassin. Englewood Cliffs, NJ: Prentice Hall.

Lecture/Discussion: Terman’s Termites
Lewis Madison Terman (1877–1956), began his career as a school principal in San Bernardino, California. after
having received his Ph.D. in psychology from Clark University. He was influenced by Alfred Binet and Sir Francis
Galton. His Ph.D. thesis was titled “Genius and Stupidity: A Study of the Intellectual Processes of Seven ‘Bright’

391
and Seven ‘Stupid’ Boys.” He became a professor at the Los Angeles Normal School, and from there went to
Stanford University, where he taught from 1910 to 1956. While at Stanford, Terman published a revised and
perfected Binet-Simon scale for American populations. This “Stanford Revision of the Binet-Simon Scale” soon
became known as the “Stanford-Binet” and was considered by far the best available individual intelligence test that
is still in use today.
Terman’s most ambitious undertaking in the 1920s was a study of 1,500 child prodigies over their entire lives.
Terman was to discredit the stereotype that bright children were frail, sickly, and socially maladapted.
It was evident from the beginning of the study that the “Termites,” as they came to be called, were healthier
than their peers, were more likely to obtain a college education, and generally earned more money. Terman was
surprised to find that having a high IQ was no guarantee to success.

Lecture/Discussion: Information-Processing Approach to Intelligence
As noted in Chapter 6, information-processing theory focuses on the study of how the mind processes and uses
information. One of the concepts that information-processing theorists study is speed of processing, which is the
speed with which the brain can make decisions. Would a person whose brain is speedier than someone else also be
more intelligent than that other person?
Researchers (Bowling & Mackenzie, 1996; Deary & Stough, 1996) have designed tests to measure speed of
processing. The results of these tests were then correlated with the IQ of the subjects. The correlation was –0.45,
which is a fairly decent, although not spectacular, correlation. (The correlation is negative because the shorter the
speed of processing, the higher the IQ—see Chapter 2 for a review of correlation.) The conclusion from these
studies is that having a speedy nervous system is at least part of what it means to be intelligent.
Perkins, like Sternberg, has proposed that intelligence depends on three factors (1995). But his three factors are
a little different:
1. Neural intelligence is the speed and efficiency of the nervous system, which is relatively unchanging until
late adulthood.
2. Experiential intelligence is the knowledge and skills that a person has acquired over time.
3. Reflective intelligence is the ability to become aware of one’s own habits of thinking, also known as
metacognition.
Both experiential and reflective intelligence can be improved, with the result that a person’s overall
intelligence can increase with training and experience.

Lecture/Discussion: Arthur Jensen
In 1969, Arthur Jensen stirred up a hornet’s nest of controversy by publishing an article titled “How Much Can We
Boost I.Q. and Scholastic Achievement?” in the Harvard Educational Review (February 1969). In this article,
Jensen concluded that race and intelligence are highly related to each other, with people of some races having a
higher degree of intelligence than others. Specifically, he claimed that the white population in the United States
typically scores about 15 IQ points higher than the black population, leading to his claim that black people were
genetically less intelligent than white people. Therefore, the government was wasting the taxpayer’s money on
remedial education for black children.

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Jensen also failed to understand that heritability only applies to differences that can be found within a group of
people as opposed to those between groups of people or individuals (Gould, 1981). As discussed earlier, heritability
estimates can only be used to talk about general trends within a particular group, and everyone in that group should
have experienced similar environmental influences.
In fact, Jensen’s two groups were not truly equivalent. His white subjects came from segregated schools in urban
areas (with higher tax brackets and therefore more money for education, healthcare, and so on) while his black subjects
came mostly from segregated schools in rural and economically depressed areas (reference to come). The differences
between these two groups were far greater than the color of their skin in terms of money, health, and opportunity.
Jensen’s work was met with a flurry of criticisms. But Jensen still argues that his original findings are correct
(Jensen, 1998). In 1994, Herrnstein and Murray published the controversial The Bell Curve, in which they cite large
amounts of statistical studies (never published in scientific journals prior to the book) that lead them to make the
claim that IQ is largely inherited. These authors go further by also implying, and in some cases stating outright, that
people from lower economic levels are poor because they are unintelligent, and this particular level of the
population has more children than does the upper-class, economically-enriched level of the population. They also
imply that some sort of “controls” should be placed on the “breeding” of the lower socioeconomic levels, and that
intelligent (and therefore financially well-off) people should have more children.
Jensen, A. R., & Miele, F. (2002). Intelligence, race and genetics: Conversations with Arthur R. Jensen. Boulder, CO: Westview Press.

Lecture/Discussion: Einstein’s Brain
After Albert Einstein died of a hemorrhaged abdominal aneurysm in 1955, pathologist Dr. Thomas Harvey removed
Einstein’s brain and kept it for scientific study. He noted that on a gross-anatomical level, Einstein’s brain was no
larger or heavier than the normal human brain. Since 1955, Einstein’s brain has been photographed extensively and
sectioned for further investigation. In 1996, Dr. Sandra Witelson obtained a significant section of Einstein’s brain
and has reported with her colleagues that although Einstein’s brain was reported as average in size and weight,
Einstein’s inferior parietal lobe was 15 percent wider than comparable parietal lobes. This brain area is associated
with visual-spatial cognition, mathematical thought, and imagery of movement. Note that Einstein’s theoretical
insights were usually the result of mental imagery that he translated into the mathematical language. Witelson and
her colleagues also found that the sylvian fissure, which separates the frontal and temporal lobes, was shorter than
average, suggesting tightly packed neurons and interconnections and thus increased communication between
neurons in this brain region.
It is still unknown whether Einstein was born with an extraordinary mind or whether the brain reorganized
itself around Einstein’s life work (following the principles of neural plasticity). As long as humans are intrigued by
intelligence, we will always be interested in the mystery behind genius.
Witelson, S. F., Kigar, D. L., & Harvey, T. (1999). The exceptional brain of Albert Einstein. The Lancet, 353, 2149–2153.

Lecture/Discussion: The Influence of Language on Thought
In George Orwell’s chilling novel 1984, a totalitarian government tries to narrow thought by shrinking language.
The result, called Newspeak, is supposed to wipe out “thoughtcrime” by obliterating the words needed to commit it.

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“We’re destroying words—scores of them, hundreds of them, every day,” boasts a worder in the ironically named
Ministry of Truth. “We’re cutting the language down to the bone.” Words also get new meanings: War is peace,
love is hate. (Lest anyone think Orwell’s projections were pure fantasy, in recent years leaders in our own
government have called lying “mis-speaking,” the wartime killing of civilians “collateral damage,” the accidental
killing of American soldiers by their own side “friendly fire,” nuclear missiles “peacekeepers,” and tax increases
“revenue enhancement.”)
Was Orwell right? Does language provide a mental straitjacket for thought? Can we think only what we can
say? Or does language merely express ideas and perceptions that would exist anyway?
The leading spokesperson for the notion that language shapes thought was Benjamin Lee Whorf (1897–1941),
an insurance inspector by profession and a linguist and anthropologist by inclination. His theory of linguistic
relativity held that (1) language molds habits of both cognition and perception and (2) different languages point
speakers toward different views of reality. Whorf sometimes seemed to believe that language determines thought in
an absolute way. He once wrote, “We dissect nature along lines laid down by our native languages” (Whorf, 1956).
But usually he took the more moderate position that language has a powerful influence on cognition.
Whorf’s evidence was linguistic and cultural. For example, he noted that English has only one word for snow,
but Eskimos (now called the Inuit) have different words for falling snow, slushy snow, powdered snow, and so forth.
By contrast, the Hopi have a single noun that refers to all flying things and beings, with the exception of birds. This
word can be used for aphids, airplanes, and aviators. Thus, the Inuit presumably would notice differences in snow
that people in other cultures would not, and Hopis might see similarities between insects and aviators that others
would miss. Since Whorf’s time, other writers have added examples of their own. Chinese, for instance, has at least
nineteen words for silk, but (in keeping with the reticence of the Chinese about discussing sexual matters) it has no
common word for either foreplay or orgasm, making it something of a challenge to do sex surveys in China (Kristof,
1991)! In English, much has been written about how the very word foreplay limits sexual imagination. Why are all
activities other than intercourse merely “fore” play?
Whorf felt that grammar had an even greater influence on thought than did separate words. He argued, for
example, that grammar affects how we think of time. English verbs, he noted, force people to emphasize when an
action took place; you can’t talk about seeing Joan without saying whether you saw her, see her now, or will see her.
But Hopi verbs do not require these distinctions. Instead, they allow a speaker to convey whether he or she
experienced the action personally, observed it, heard about it, or inferred it. Further, English speakers refer to time
as a thing that can be saved, squandered, or spent, or as something that can be measured; we say time is short, long,
or great.
The linguistic differences pointed out by Whorf and others have fascinated students and teachers for
generations. Clearly culture and language are intertwined: English is full of sports metaphors (“I scored some points
with my boss,” “She plays hardball in negotiations”), whereas French is rich in food metaphors (un navet, “a
turnip,” means a bad film, and C’est la fin des haricots! “This is the last of the stringbeans,” is equivalent to “It’s the
last straw”) (Halpern, 1991). But does language shape thought, or does it merely reflect cultural concerns? Critics
note that it is easy enough to describe in English what the various Inuit words for snow mean or how Hopis conceive
of time, despite linguistic differences. Within a culture, when a need to express some unlabeled phenomenon arises,
speakers easily manufacture new words. Like the Inuit, English-speaking skiers need to talk about several kinds of
snow, so they speak of powder, corn, and boilerplate (ice).
Linguistic evidence alone cannot prove that language determines, or even influences thought. Do the Inuit
perceive snow differently from people who have fewer words for it? Do Hopis experience time differently because
of their grammar? We cannot know, unless linguistic evidence is supplemented by psychological evidence, and
unfortunately, the few psychological studies that have been done have been inconclusive, mainly because of
difficulties in studying this question.
Yet the theory of linguistic relativity, which has sometimes seemed deader than a dinosaur, keeps springing
back to life. Within a language, it is easier to process some words and grammatical constructions than others; it is
reasonable to assume, then, that it is easier to think certain thoughts in one language than another, because of the
words and grammatical constructions the languages require (Hunt & Agnoli, 1991). Further, recent research
suggests that languages may, at the very least, influence the acquisition of specific mental skills by guiding attention
in particular directions.
For example, Irene Miura and her colleagues (Miura et al., 1988; Miura & Okamoto, 1989) argue that
linguistic differences can help explain why Asian children tend to outperform English-speaking children on tests of
numerical ability. In many Asian languages, names of numbers reflect a base-10 system: the label for 12 is “ten-
two,” the label for 22 is “two ten(s)-two,” and so forth. These names may help children understand numbers and
simple arithmetic. In a study of Korean, Chinese, Japanese, and English-speaking American first-graders, Miura and

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her associates (1988) had children stack blocks to represent five different quantities. White blocks stood for single
units and blue blocks for tens units. Each child had two chances to show the numbers. Most of the Asian children
could express all five numbers in more than one way, for example, 12 as either 12 white blocks or 1 blue block and
2 white ones. But only 13 percent of the American children could do the same; most simply used a collection of
white blocks. Further, on their first try most of the Asian children used patterns corresponding to written numbers,
for example, 2 tens and 8 ones for 28. But only 8 percent of the American children did so. Of course, these results do
not prove that linguistic differences are responsible for the differences in math achievement. It is interesting, though,
that bilingual Asian-American students tend to score higher in math achievement than do those who speak only
English (Moore & Stanley, 1986).
Finally, language affects social perceptions (Henley, 1989). In the previous sentence, you read the name of a
psychologist. Would you be at all surprised to learn it was Nancy Henley? Feminists have long observed that in
much of our writing, humanity is male and women are outsiders, the “second sex.” This is why they have long
objected to the use of men or mankind to refer to humanity, and he to refer to any person, sex unspecified.
Language, then, can influence thinking, reasoning, and social stereotypes. It allows us to manipulate symbols
rather than objects. It directs our attention. It allows us to create detailed plans for the future. But the degree to
which linguistic differences between cultures result in different ways of thinking and perceiving remains an open
question.

Lecture/Discussion: How to Improve Cognitive Processes
A study published in the online edition of Proceedings of the National Academy of Sciences, indicated that adults
ages 58 to 78 who began any type of fitness program saw improvements in how their brains functioned. This fitness
program could involve working out at a gym or activities as simple as brisk walking.
The study, including 41 adults, showed that over a three-month period, a gradual increase in activity that led up
to a 45 minute walk three times a week increased their brain activity. The activity was measured by an MRI. Tests
on decision making were also given, and there was an 11 percent improvement while performing a variety of tasks.
The control group that only performed stretching and toning exercises—not aerobic type activities—had lower
brain activity. However, they did show a 2 percent improvement over the premeasure. Arthur F. Kramer of the
Beckman Institute for Advanced Science and Technology at Illinois explained, “The kinds of tasks that we explored
are similar to those encountered in real world situations such as driving a vehicle or any endeavor that requires a
person to pay attention despite distractions.”
► Return to Lecture Guide: Chapter Summary and Applications


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CLASSROOM ACTIVITIES, DEMONSTRATIONS, AND EXERCISES
What Exactly Is Intelligence?

Cultural Bias in IQ Testing
Creating a Culture-Fair Intelligence Test
Intelligence
Multiple Intelligences
Emotional Intelligence (The EQ Test)
Intelligence and Mental Capacity in Film
Age and Intelligence
Should Psychology Adopt a Theory of Multiple Intelligence?
Crossword Puzzle
Fill in the Blank

▼ Return to List of Handout Masters for Chapter 9
Activity: What Exactly Is Intelligence?
An in-class discussion of what intelligence is can be an interesting and enlightening experience. Having students get
together in small groups to discuss the definition of intelligence can produce even better results—pedagogically
speaking. The following questions should be addressed by each group, and the groups should be prepared to share
their ideas with the other groups.
1. What are the common characteristics of intelligent behavior? In other words, how can you tell if someone
is intelligent? Why? (Try to come up with five or six common characteristics.)
2. What proposed characteristics of intelligence that came up during your discussion of #1 were eventually
eliminated? Why?

▼ Return to List of Classroom Activities, Demonstrations and Exercises for Chapter 9
Activity: Cultural Bias in IQ Testing
In order to allow students to experience how it feels to take a biased and unfair “intelligence” test, adminster the
Chitling Test (Dove Counterbalance Intelligence Test) found on Handout Master 9.1. This test was developed in
the 1970s by sociologist Adrian Dove as a statement about how biased intelligence testing was at that time. This test
usually provides a lively discussion about fairness in testing. Students are often uncomfortable until they realize that
it is not a real IQ test. Ask them how it might feel if their scores on this test determined their admission to college.
Scoring Sheet: Chitling Test of Intelligence
The answers are as follows:
1. (c)
2. (c)
3. (c)
4. (c)
5. (c)
6. (c)
7. (c)
8. (a)

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9. (c)
10. (d)
11. (d)
12. (a)
13. (b)
14. (a)
15. (b)
http://www.wilderdom.com/personality/intelligenceChitlingTestShort.html (last updated August 2, 2003).

Dove, A. The “Chitling” Test. From Lewis R. Aiken, Jr. (1971). Psychological and educational testings. Boston: Allyn and Bacon.

Activity: Creating a Culture-Fair Intelligence Test
Objective: To help students understand the difficulties involved in separating culture from intelligence.
Materials: None
Procedure: Divide students into small groups. Instruct each group to come to a consensus about the kinds of
questions that should be on a culture-fair intelligence test. After the groups have finished, ask each to report on its
conclusions. Engage the entire class in discussions of each proposal, carefully examining how culture or specific
experiences (e.g., education) might influence the results.

Activity: Intelligence (Group Activity)
After discussing the different theories of intelligence, have your students design a series of test items that would
indicate the different intelligences according to Howard Gardner’s theory of multiple intelligences. For example:
Spatial intelligence may be putting together a puzzle made out of a piece of plywood; Mathematical intelligence
may be figuring out how many cups of water it is going to take to fill up a bucket; Athletic intelligence may be the
actual running of a relay to fill up the buckets of water; Interpersonal intelligence may be assessed by having
students find out information about other students; Musical intelligence may be assessed by defining which
instrument is being played in a musical piece or knowing the words to a song; Verbal may be assessed by knowing
what words fill in the blanks to some simple sentences; Intrapersonal may be understanding how you feel about a
topic; Naturalistic may be assessed by being able to figure out how a plant needs to planted in order to grow the
most it can.
Students can come up with a variety of means of assessing these different types of intelligences. There is no
one real measure of any of these. Students will begin to see that intelligence is composed of many different abilities
and may be expressed in numerous ways.


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Activity: Multiple Intelligences
Objective: To relate Gardner’s theory of multiple intelligences to examples generated by students.
Materials: Handout Masters 9.2 Parts A and B
Procedure: After discussing Gardner’s theory of multiple intelligences, have your students generate items that
measure his concept of interpersonal intelligence. First, have students think of people they know who exemplify the
types of intelligences presented on Handout 9.1a. Next, on Handout 9.1b, ask them to think of the individual named
who has interpersonal intelligence and to describe two behaviors that the person exhibits that represent this high,
interpersonal intelligence. After that, develop test items that you could use to measure interpersonal intelligence.

Activity: Emotional Intelligence (The EQ Test)
Objective: To assess students’ emotional intelligence.
Materials: See Handout Master 9.3
Procedures: Instruct students to take the test and follow directions to find their scores. After all have finished, tell
them that the closer their score is to 24, the higher their EQ.

Activity: Intelligence and Mental Capacity in Film
Chapter 9 discusses the extremes of intelligence, from mental retardation to giftedness. The two films described here
expand on these topics and give students an opportunity to explore these extremes in much greater detail. Charly
explores the world of mental retardation, whereas Little Man Tate considers the question of how best to nourish
genius. Depending on your interests, assign either of these films (or give students a choice) and ask students to write
a short paper relating insights in the films to psychological principles covered in the text and lecture. You might ask
students to supplement their discussion with an article or two from the mental retardation or giftedness literatures
using Psychological Abstracts.
Charly (1968). In this endearing and classic tale, Oscar-winner Cliff Robertson portrays a retarded man with a
drive to learn so powerful that he agrees to an experimental surgical procedure in order to become smarter.
When he gets his wish, he must struggle to adapt to the changes and newfound emotions that accompany his
sharp increase in intelligence (CBS/Fox; 104 min).
Little Man Tate (1991). Jodie Foster stars in this heart-wrenching tale of an uneducated mother who knows she
cannot provide the stimulating and enriched environment her genius son needs to thrive. This extremely well-
done film depicts the boy’s frustrating struggle to gain both the love and the academic stimulation he needs
(Orion; 99 min).

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Activity: Age and Intelligence
Objective: To help students understand the role of norms in the calculation and interpretation of IQ scores.
Materials: Handout 9.4
Procedure: Have students fill in the blanks on the handout, then lead a discussion of what constitutes intelligent
behavior for people of various ages.

Activity: Should Psychology Adopt a Theory of Multiple Intelligence?
Intelligence used to be a simple thing; so simple, in fact, that it wasn’t even capitalized. But pretty much since the
time of Spearman’s advocacy of g (a “general intellectual ability” factor), other theorists and researchers have
proposed views of intelligence that involve multiple factors. Classic examples of such theories include Thurstone’s
multiple factor model, Guilford’s Structure of Intellect model, Sternberg’s triarchic theory, modern musings on
emotional intelligence, and Gardner’s theory of multiple intelligences. Clouding the issue is the fact that, much of
the time, higher-order factors can be factor-analyzed back down to g. The debate, then, seems to center on the utility
of thinking about intelligence as a single thing versus many things. Ask your students to share their views as they
debate this controversial issue.
Slife, B. (2003). Taking sides: Clashing views on controversial psychological issues (13th ed.). Guilford, CT: Dushkin Publishing Group.

Activity: Crossword Puzzle
Copy and distribute Handout Master 9.5 to students as a homework or in-class review assignment.
Answers for the Crossword Puzzle:
Across
4. The process of solving problems by combining ideas or behavior in new ways. creativity
5. Aspects of language involving the practical aspects of communicating with others, or the social “niceties” of
language. pragmatics

399
7. Type of thinking in which a person starts from one point and comes up with many different ideas or possibilities
based on that point. divergent
11. The ability to learn from one’s experiences, acquire knowledge, and use resources effectively in adapting to
new situations or solving problems. intelligence
13. Ideas that represent a class or category of objects, events, or activities. concepts
14. A system for combining symbols so that an unlimited number of meaningful statements can be made for the
purpose of communicating with others. language
15. Concepts that are defined by specific rules or features. formal
16. An example of a concept that closely matches the defining characteristics of a concept. Prototype
Down
1. The smallest units of meaning within a language. morphemes

2. The system of rules for combining words and phrases to form grammatically correct sentences. semantics
3. Very specific, step-by-step procedures for solving certain types of problems. algorithms
4. The tendency to search for evidence that fits one’s beliefs while ignoring any evidence that does not fit those
beliefs. confirmation bias
6. The rules for determining the meaning of words and sentences. semantics
8. The two percent of the population falling on the upper end of the normal curve and typically possessing an IQ
of 130 or above. gifted
9. The degree to which a test actually measures what it’s supposed to measure. validity
10. The tendency for people to persist in using problem-solving patterns that have worked for them in the past.
Mental set
12. The system of rules by which the symbols of language are arranged. Grammar

Activity: Fill in the Blank
Copy and distribute Handout Master 9.6 to students as a homework or in-class review assignment.
Answers to Fill in the Blank:
1. Thinking or cognition
2. Mental images
3. Concepts
4. Superordinate concept
5. Formal concepts
6. Natural concept
7. Prototype
8. Problem solving
9. Trial and error
10. Algorithms
11. Heuristic
12. Insight
13. Functional fixedness
14. Mental set
15. Confirmation bias
16. Intelligence quotient
17. Intelligence
18. Standardization
19. Validity
20. Reliability
21. Developmentally delayed

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22. Creativity
23. Convergent thinking
24. Howard Gardner
25. Practical intelligence
26. Emotional intelligence
27. Language
28. Phonemes
29. Pragmatics


401
HANDOUT MASTERS
9.1 The Chitling Intelligence Test
9.2 Handout A: Multiple Intelligences and Handout B: Measuring Interpersonal Intelligence
9.3 Emotional Intelligence Test
9.4 What Is Intelligence?
9.5 Crossword Puzzle
9.6 Fill in the Blank

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Handout Master 9.1

The Chitling Intelligence Test [Adrian Dove]
1. A “handkerchief head” is:

a. a cool cat.
b. a porter.
c. an Uncle Tom.
d. a hoddi.
e. a preacher.
2. Which word is most out of place here?

a. splib
b. blood
c. gray
d. spook
e. black
3. A “gas head” is a person who has a:

a. fast-moving car.
b. stable of “lace.”
c. “process.”
d. habit of stealing cars.
e. long jail record for arson.
4. “Bo Diddley” is a:
a. game for children.
b. down-home cheap wine.
c. down-home singer.
d. new dance.
e. Moejoe call.
5. “Hully Gully” came from:

a. East Oakland.
b. Fillmore.
c. Watts.
d. Harlem.
e. Motor City.
6. Cheap chitlings (not the kind you purchase at a frozen-food counter) will taste rubbery unless they are cooked
long enough. How soon can you quit cooking them to eat and enjoy them?
a. 45 minutes
b. 2 hours
c. 24 hours
d. 1 week (on a low flame)
e. 1 hour
7. What are the “Dixie Hummingbirds”?

a. part of the KKK
b. a swamp disease
c. a modern gospel group
d. a Mississippi Negro paramilitary group
e. deacons

403
8. If you throw the dice and 7 is showing on the top, what is facing down?
a. 7
b. snake eyes
c. boxcars
d. little Joes
e. 11
9. “Jet” is:
a. an East Oakland motorcycle club.
b. one of the gangs in “West Side Story.”
c. a news and gossip magazine.
d. a way of life for the very rich.
10. T-Bone Walker got famous for playing what?

a. trombone
b. piano
c. “T-flute”
d. guitar
e. “hambone”
11. “Bird” or “Yardbird” was the “jacket” that jazz lovers from coast to coast hung on:
a. Lester Young.
b. Peggy Lee.
c. Benny Goodman.
d. Charlie Parker.
e. “Birdman of Alcatraz.”
12. Hattie Mae Johnson is on the County. She has four children and her husband is now in jail for nonsupport, as he
was unemployed and was not able to give her any money. Her welfare check is now $286 per month. Last night
she went out with the highest player in town. If she got pregnant, then how much more will her welfare check
be nine months from now?
a. $80
b. $2
c. $35
d. $150
e. $100
13. “Money don’t get everything, it’s true,

a. but I don’t have none and I’m so blue.”
b. but what it don’t get I can’t use.”
c. so make do with what you’ve got.”
d. but I don’t know that and neither do you.”
14. How much does a short dog cost?

a. $0.15
b. $2.00
c. $0.35
d. $0.05
e. $0.86 plus tax

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15. Many people say that “Juneteenth” (June 19) should be made a legal holiday because this was the day when:
a. the slaves were freed in the USA.
b. the slaves were freed in Texas.
c. the slaves were freed in Jamaica.
d. the slaves were freed in California.
e. Martin Luther King was born and Booker T. Washington died.
Dove, A. The “Chitling” Test. From Lewis R. Aiken, Jr. (1971). Psychological and educational testing. Boston: Allyn and Bacon.
► Return to Activity: Cultural Bias in IQ Testing


405
Handout Master 9.2

Handout A: Multiple Intelligences
For each of the types of intelligence listed, name and describe a person you know (or know of) who embodies that
kind of intelligence to you.
Linguistic intelligence:
Musical intelligence:
Logical-mathematical intelligence:
Spatial intelligence:
Bodily intelligence:
Interpersonal intelligence:
Intrapersonal intelligence:

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Handout B: Measuring Interpersonal Intelligence
Interpersonal intelligence involves understanding others—how they feel, what motivates them, and how they
interact with another.
List two people you believe are high in interpersonal intelligence:
Person 1:
Person 2:
Describe two behaviors you have observed in each person that lead you to believe that they are high in interpersonal
intelligence:
Person 1: Behavior 1
Behavior 2
Person 2: Behavior 1
Behavior 2
Create a test item (using either a true-false or an agree–disagree continuum) that reflects the interpersonal
intelligence exhibited in each of the above behaviors:
Item 1 (Person 1; Behavior 1):
► Return to Activity: Multiple Intelligences


407
Handout Master 9.3

Emotional Intelligence Test
Check one response for each item.
1. I’m always aware of even subtle feelings as I have them.
____ Always ____ Usually ____ Sometimes ____ Rarely ____ Never
2. I can delay gratification in pursuit of my goals instead of getting carried away by impulse.
3. Instead of giving up in the face of setbacks or disappointments, I stay hopeful and optimistic.
4. My keen sense of others’ feelings makes me compassionate about their plight.
5. I can sense the pulse of a group or relationship and state unspoken feelings.
6. I can soothe or contain distressing feelings, so that they don’t keep me from doing things I need to do.
Score your responses as follows: Always = 4 points, Usually = 3 points, Sometimes = 2 points, Rarely = 1 point,
Never = 0 points. Add your scores for each item to derive a total score.
► Return to Activity: Emotional Intelligence Test


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Handout Master 9.4

What Is Intelligence?
For each age group, list five traits that characterize intelligence.
6-month-old 2-year-old
1. ________________________ 1. ________________________
2. ________________________ 2. ________________________
3. ________________________ 3. ________________________
4. ________________________ 4. ________________________
5. ________________________ 5. ________________________
10-year-old 20-year-old
1. ________________________ 1. ________________________
2. ________________________ 2. ________________________
3. ________________________ 3. ________________________
4. ________________________ 4. ________________________
5. ________________________ 5. ________________________
50-year-old 80-year-old
1. ________________________ 1. ________________________
2. ________________________ 2. ________________________
3. ________________________ 3. ________________________
4. ________________________ 4. ________________________
5. ________________________ 5. ________________________
► Return to Activity: Age and Intelligence


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Handout Master 9.5

Crossword Puzzle

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Across
4. The process of solving problems by combining ideas or behavior in new ways.

5. Aspects of language involving the practical aspects of communicating with others, or the social “niceties” of
language.
7. Type of thinking in which a person starts from one point and comes up with many different ideas or possibilities
based on that point.
new situations or solving problems.
13. Ideas that represent a class or category of objects, events, or activities.
14. A system for combining symbols so that an unlimited number of meaningful statements can be made for the
purpose of communicating with others.
15. Concepts that are defined by specific rules or features.
16. An example of a concept that closely matches the defining characteristics of a concept.
Down
1. The smallest units of meaning within a language.

2. The system of rules for combining words and phrases to form grammatically correct sentences.
3. Very specific, step-by-step procedures for solving certain types of problems.
4. The tendency to search for evidence that fits one’s beliefs while ignoring any evidence that does not fit those
beliefs.
6. The rules for determining the meaning of words and sentences.
8. The two percent of the population falling on the upper end of the normal curve and typically possessing an IQ
of 130 or above.
9. The degree to which a test actually measures what it’s supposed to measure.
10. The tendency for people to persist in using problem-solving patterns that have worked for them in the past.
12. The system of rules by which the symbols of language are arranged.
► Return to Activity: Crossword Puzzle (Answers)


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Handout Master 9.6

Fill in the Blank
1. _____________ is a mental activity that goes on in the brain when a person is organizing and attempting to
understand information and communicating information to others.
2. _____________ _______________ are mental representations that stand for objects or events and have a
picture-like quality.
3. __________________ are ideas that represent a class or category of objects, events, or activities.
4. The most general form of a type of concept, such as “animal” or “fruit,” is known as the
___________________ ________________.
5. Concepts that are defined by specific rules or features are known as _________________________
_____________.
6. A concept that people form as a result of their experiences in the real world is known as a _______________
_____________.
7. A _____________ is an example of a concept that closely matches the defining characteristics of a concept.
8. __________________ _____________ is the process of cognition that occurs when a goal must be reached by
thinking and behaving in certain ways.
9. The problem-solving method in which one possible solution after another is tried until a successful one is found
often takes much time and is called _____________________ __________________.
10. __________________ are very specific, step-by-step procedures for solving certain types of problems.
11. A ___________________ is an educated guess based on prior experiences that helps narrow down the possible
solutions for a problem. Also known as a “rule of thumb.”
12. The sudden perception of a solution to a problem is called ______________ and is often expressed in cartoons
as a light bulb turning on over someone’s head.
13. A block to problem solving that comes from thinking about objects in terms of only their typical functions and
not what else they can be utilized to do is called ____________________________ __________________.
14. _______________ ________ is the tendency for people to persist in using problem-solving patterns that have
worked for them in the past.
15. ______________ __________ is the tendency to search for evidence that fits one’s beliefs while ignoring any
evidence that does not fit those beliefs.
16. ___________________ ________________ is a number that represents a measure of intelligence, resulting

from the division of one’s mental age by one’s chronological age and then multiplying that quotient by 100.
new situations or solving problems is known as _________________.

412
18. All tests go through a process where the test is given to a large group of people that represents the kind of
people for whom the test is designed. This is part of the ___________________ process.
19. The degree to which a test actually measures what it’s supposed to measure is known as the
____________________.
20. ___________________ is the tendency of a test to produce the same scores again and again each time it is
given to the same people.
21. _______________ _________________ is a condition in which a person’s behavioral and cognitive skills exist
at an earlier developmental stage than the skills of others who are the same chronological age. A more
acceptable term for mental retardation.
22. _________________ is the process of solving problems by combining ideas or behavior in new ways.
23. ___________________ __________________ is a type of thinking in which a problem is seen as having only
one answer, and all lines of thinking will eventually lead to that single answer, using previous knowledge and
logic.
24. According to ________________ ___________________ there are many types of intelligences; he developed a
theory known as multiple intelligences.
25. The ability to use information to get along in life and become successful is known as ____________________
____________________.
26. _______________________ ___________________ is the awareness of and ability to manage one’s own
emotions as well as the ability to be self-motivated, able to feel what others feel, and socially skilled. Viewed as
a powerful influence on success in life.
27. The system for combining symbols (such as words) so that an unlimited number of meaningful statements can
be made for the purpose of communicating with others is known as ____________________.
28. The basic units of sound in a language are known as ______________.
29. __________________ are aspects of language involving the practical ways of communicating with others, or
the social “niceties” of language.
Words to Use:
1. Algorithms
2. Concepts
3. Confirmation bias
4. Convergent thinking
5. Creativity
6. Developmentally delayed
7. Emotional intelligence
8. Formal concepts
9. Functional fixedness
10. Heuristic
11. Howard Gardner
12. Insight
13. Intelligence
14. Intelligence quotient
15. Language
16. Mental images
17. Mental set

413
18. Natural concept

19. Phonemes
20. Practical intelligence
21. Pragmatics
22. Problem solving
23. Prototype
24. Reliability
25. Standardization
26. Superordinate concept
27. Thinking or cognition
28. Trial and error
29. Validity
► Return to Activity: Fill in the Blank (Answers)


414
FORTY STUDIES THAT CHANGED PSYCHOLOGY: EXPLORATIONS INTO THE

HISTORY OF PSYCHOLOGICAL RESEARCH, 6/E (013603599X)
By Roger Hock
This unique book closes the gap between psychology textbooks and the research that made them possible by
offering a first hand glimpse into 40 of the most famous studies in the history of the field and subsequent studies that
expanded upon each study’s influence. Readers are able to grasp the process and excitement of scientific discovery
as they experience an insider’s look at the studies that continue today to be cited most frequently, stirred up the most
controversy when they were first published, sparked the most subsequent related research, opened new fields of
psychological exploration, and changed most dramatically our knowledge of human behavior.
Studies examined in Intelligence and Cognition:
Maps in Your Mind

Tolman, E. C. (1948). Cognitive maps in rats and men. Psychological Review, 55, 189–208.
What You Expect Is What You Get

Rosenthal, R., & Jacobson, L. (1966). Teachers’ expectancies: Determinates of pupils’ IQ gains. Psychological
Reports, 19, 115–118.
Just How Are You Intelligent?

Gardner, H. (1983) Frames of mind: The theory of multiple intelligences. New York: Basic Books.

415
WEB RESOURCES
Problem Solving
Anagram Server: http://www.wordsmith.org/anagram/index.html

Find anagrams for any word.
Intelligence
Assessment: http://ericae.net/intbod.htm
Offers definitions, descriptions, resources, and other detailed information about a wide range of assessment
measures. Use this site as a starting point for a classroom presentation, demonstrating the different ways to assess
mental functioning.
Barbarian’s Online Tests: http://www.wizardrealm.com/tests/

A variety of tests that are meant for “fun” and are not based in psychometrics at all. Good for getting students to
think critically about the validity of online tests.
Classical Intelligence Test: http://www.queendom.com/tests/iq/classical_iq_r2_access.html

Free IQ test from Cyberia Shrink with online scoring. Unfortunately, no reliability and validity data are provided
and there are no norms for this test provided online.
Darwin Awards: http://www.darwinawards.com

“Darwin Awards commemorate those who improve our gene pool by removing themselves from it in really stupid
ways.”
Kohler’s Research on the Mentality of Apes: http://www.pigeon.psy.tufts.edu/psych26/kohler.htm

Excerpts from a book on Kohler’s work with an insight on chimpanzees. There are some interesting pictures at the
bottom of this page.
Intelligence: http://www.edpsycinteractive.org/topics/cognition/intell.html
Discussion and explanation of theories of intelligence by Bill Huitt, Valdosta College, Georgia.
Intelligence of Dogs: http://petrix.com/dogint/intelligence.html

Provides ranking of “brightness” by breed of dog. The Boarder Collie tops the list as the brightest dog, while the
Afghan Hound is at the bottom of the list. Woof.
Interview with Robert Sternberg on The Bell Curve: http://www.skeptic.com/03.3.fm-sternberg-interview.html

Great interview by Skeptic magazine with Robert Sternberg on his view of intelligence and opinions of The Bell
Curve.
IQ Tests Online: http://www.2h.com/Tests/iq.phtml

Various online IQ tests. Good for stimulating critical thinking regarding validity of online tests.
Majon’s Online IQ Tests: http://www.majon.com/iq.html

Four online IQ tests are offered.
Mensa International: http://www.mensa.org

Organization for high-IQ-scoring individuals. See how the top 2 percent spend their time in this organization.
Multiple Intelligences: http://tip.psychology.org/gardner.html

Overview of Gardner’s theory of multiple intelligences.

416
Why IQ Scores Are Rising: http://www.npr.org/ramfiles/970917.atc.14.ram

This audio file from National Public Radio requires the RealPlayer plug-in.

417
VIDEO RESOURCES
NEW MyPsychLab Video Series
Episode 11: Intelligence
1. The Big Picture: What Is Intelligence?

2. The Basics: Theories of Intelligence
3. Special Topics: Intelligence Testing, Then and Now
4. Thinking Like a Psychologist: Intelligence Tests and Success
5. In the Real World Application: Intelligence Tests and Stereotypes
6. What’s In It For Me?: How Resilient Are You?
This new video series offers instructors and students the most current and cutting edge introductory psychology
video content available anywhere. These exclusive videos take the viewer into today’s research laboratories, inside
the body and brain through breathtaking animations, and out into the street for real-world applications. Guided by
the Design, Development and Review team, a diverse group of introductory psychology professors, this
comprehensive new series features 17 half-hour episodes organized around the major topics of the introductory
psychology course syllabus. For maximum flexibility, each 30-minute episode features several brief clips that bring
psychology to life.
FEATURES
Format
The MyPsychLab video series was designed with flexibility in mind. Each half-hour episode in the MyPsychLab
video series is made up of several five-minute clips, which can be viewed separately or together:
The Big Picture introduces the topic of the episode and draws in the viewer.
The Basics uses the power of video to present foundational topics, especially those that students find difficult to
understand.
Special Topics dives deeper into high-interest and often cutting-edge topics, showing research in action.
Thinking Like a Psychologist models critical thinking and explores research methods.
In the Real World focuses on applications of psychological research.
What’s In It for Me? These clips show students the relevance of psychological research to their lives.
Flexible Delivery
Students can access the videos anytime within MyPsychLab, and each clip is accompanied by enriching self-
assessment quizzes. Instructors can access the videos for classroom presentation in MyPsychLab or on DVD
(0205035817).
OTHER PEARSON PSYCHOLOGY VIDEO COLLECTIONS:
Introductory Psychology Teaching Films Boxed Set ISBN (0131754327)
Offering you an easy-to-use multi-DVD set of videos, more than 100 short video clips of 5–15 minutes in length
from many of the most popular video sources for Psychology content, such as ABC News; the Films for the
Humanities series; PBS; and more!
Pearson Education Teaching Films Introductory Psychology: Instructor’s Library 2-Disk DVD
Annual Edition (ISBN 0205652808)
Annual updates of the most popular video sources for Psychology content, such as ABC News; the Films for the
Humanities series; PBS; and more in 5–15 minute clips on an easy-to-use DVD!

418
FILMS FOR HUMANITIES AND SCIENCES VIDEO LIBRARY (http://www.ffh.films.com)
Qualified adopters can select videos on various topics in psychology from the extensive library of Films for the
Humanities and Sciences. Contact your local sales representative for a list of videos and ISBNs.
Other video series are available, ask your Pearson sales representative for more details.

419
MULTIMEDIA RESOURCES
Online Resources: MyPsychLab www.mypsychlab.com
See/Hear/Learn/Explore More Icons integrated in the text lead to web-based expansions on topics, allowing
instructors and students access to extra information, videos, podcasts, and simulations. The in-text icons are not
exhaustive—there are many more resources available to instructors and students online at www.MyPsychLab.com.
What Is MyPsychLab? MyPsychLab is a learning and assessment tool that enables instructors to assess student
performance and adapt course content. Students benefit from the ability to test themselves on key content, track their
progress, and utilize individually tailored study plan. In addition to the activities students can access in their
customized study plans, instructors are provided with extra lecture notes, video clips, and activities that reflect the
content areas their class is still struggling with. Instructors can bring these resources to class, or easily post online
for students to access.
Instructors and students have been using MyPsychLab for over 10 years. To date, over 600,000 students have
used MyPsychLab. During that time, three white papers on the efficacy of MyPsychLab were published. Both the
white papers and user feedback show compelling results: MyPsychLab helps students succeed and improve their test
scores. One of the key ways MyPsychLab improves student outcomes is by providing continuous assessment as part
of the learning process. Over the years, both instructor and student feedback have guided numerous improvements,
making MyPsychLab even more flexible and effective.
Pearson is committed to helping instructors and students succeed with MyPsychLab.
To that end, we offer a Psychology Faculty Advisor Program designed to provide peer to-peer support for new
users of MyPsychLab. Experienced Faculty Advisors help instructors understand how MyPsychLab can improve
student performance. To learn more about the Faculty Advisor Program, please contact your local Pearson
representative.
In addition to the eText and complete audio files, the New MyPsychLab video series, MyPsychLab offers these
valuable and unique tools:
MyPsychLab assessment questions: over 3,000 questions, distinct from the test bank, but designed to help
instructors easily assign additional quizzes and tests, that can be graded automatically and loaded into an
instructor’s grade book.
MyPsychLab study plan: students have access to a personalized study plan, based on Bloom’s Taxonomy,
arranges content from less complex thinking (like remembering and understanding) to more complex critical
thinking (like applying and analyzing). This layered approach promotes better critical-thinking skills, and helps
students succeed in the course and beyond.
NEW Experiments Tool: Online experiments help students understand scientific principles and practice
through active learning—fifty new experiments, inventories, and surveys are available through MyPsychLab.
APA assessments: A unique bank of assessment items allows instructors to assess student progress against the
American Psychological Association’s Learning Goals and Outcomes. These assessments have been keyed to
the APA’s latest progressive Learning Outcomes (basic, developing, advanced).
ClassPrep available in MyPsychLab. Finding, sorting, organizing, and presenting your instructor resources is
faster and easier than ever before with ClassPrep. This fully searchable database contains hundreds and
hundreds of our best teacher resources, such as lecture launchers and discussion topics, in-class and out-of-class
activities and assignments, handouts, as well as video clips, photos, illustrations, charts, graphs, and animations.
Instructors can search or browse by topic, and it is easy to sort your results by type, such as photo, document, or
animation. You can create personalized folders to organize and store what you like, or you can download
resources. You can also upload your own content and present directly from ClassPrep, or make it available
online directly to your students.

420
MyPsychLab Highlights for Chapter 9: Intelligence and Intelligence Assessment
NEW Experiments Tool to promote active learning
Survey: What Is Intelligence?
Audio File of the Chapter
A helpful study tool for students—they can listen to a complete audio file of the chapter. Suggest they listen while
they read, or use the audio file as a review of key material.
POWERPOINTS
New Interactive PowerPoint Slides
These slides, available on the Instructor’s Resource DVD (ISBN 0205898777), bring the Psychology and Life design
right into the classroom, drawing students into the lecture and providing wonderful interactive activities, visuals, and
videos. A video walkthrough is available and provides clear guidelines on using and customizing the slides. The
slides are built around the text’s learning objectives and offer many links across content areas. Icons integrated
throughout the slides indicate interactive exercise, simulations, and activities that can be accessed directly from the
slides if instructors want to use these resources in the classroom.
Standard Lecture PowerPoint Slides
A set of standard lecture PowerPoint slides, prepared by Christopher T. Arra, Ph.D, Northern Virginia Community
College, is also offered and includes detailed outlines of key points for each chapter supported by selected visuals
from the textbook. A separate Art and Figure version of these presentations contains all art from the textbook for
which Pearson has been granted electronic permissions.
Both sets of PowerPoint slides are available for download at the instructor’s resource center at
www.pearsonhighered.com/irc, as well as on the Instructor’s Resource DVD (ISBN 0205898777).
ACCESSING ALL RESOURCES for Psychology and Life, Twentieth Edition
For a list of all student resources available with Psychology and Life, go to www.mypearsonstore.com, enter the
text ISBN (0205859135) and check out the “Everything That Goes With It” section under the book cover.
For access to the instructor supplements for Psychology and Life, Twentieth Edition, simply go to
http://pearsonhighered.com/irc and follow the directions to register (or log in if you already have a Pearson user
name and password).
Once you have registered and your status as an instructor is verified, you will be e-mailed a login name and
password. Use your login name and password to access the catalogue. Click on the “online catalogue” link, click on
“psychology” followed by “introductory psychology” and then the Gerrig Psychology and Life, Twentieth Edition
text. Under the description of each supplement is a link that allows you to download and save the supplement to
your desktop.
For technical support for any of your Pearson products, you and your students can contact
http://247.pearsoned.com.

421
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▼ FULL CHAPTER RESOURCES

Copyright © 2013 Pearson Education, Inc. All rights reserved.

Copyright © 2013 Pearson Education, Inc. All rights reserved.

3. Norms and Standardization

▲ Return to Chapter 9: Table of Contents

INTELLIGENCE ASSESSMENT (Text p. 243)

Lecture Launchers/Discussion Topics:

Copyright © 2013 Pearson Education, Inc. All rights reserved.

▲ Return to Chapter 9: Table of Contents

THEORIES OF INTELLIGENCE (Text p. 248)

Lecture Launchers/Discussion Topics:

Copyright © 2013 Pearson Education, Inc. All rights reserved.

▲ Return to Chapter 9: Table of Contents

THE POLITICS OF INTELLIGENCE (Text p. 251)

Lecture Launchers/Discussion Topics:

I. The Politics of Intelligence

A. The History of Group Comparisons

Copyright © 2013 Pearson Education, Inc. All rights reserved.

D. Culture and the Validity of IQ Tests

▲ Return to Chapter 9: Table of Contents

ASSESSMENT AND SOCIETY (Text p. 256)

Classroom Activities, Demonstrations, and Exercises:

I. Assessment and Society

▲ Return to Chapter 9: Table of Contents

CHAPTER SUMMARY AND APPLICATIONS

Classroom Activities, Demonstrations, and Exercises:

▲ Return to Chapter 9: Table of Contents

Copyright © 2013 Pearson Education, Inc. All rights reserved.

▲ Return to Chapter 9: Table of Contents

Copyright © 2013 Pearson Education, Inc. All rights reserved.

CHANGES FROM PSYCHOLOGY AND LIFE, NINETEENTH EDITION TO

▲ Return to Chapter 9: Table of Contents

Copyright © 2013 Pearson Education, Inc. All rights reserved.

LECTURE LAUNCHERS AND DISCUSSION TOPICS

Hormones and Thinking Skills

▲ Return to Chapter 9: Table of Contents

Lecture/Discussion: Hormones and Thinking Skills

► Return to Lecture Guide: What Is Assessment?

Lecture/Discussion: IQ and Juror Selection

Copyright © 2013 Pearson Education, Inc. All rights reserved.

Ewing, C. P. (1995, July). Is IQ relevant to juror selection? APA Monitor, p. 16.

► Return to Lecture Guide: What Is Assessment?

Lecture/Discussion: The Darwin Awards—What Intelligence Isn’t

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Lecture/Discussion: Does the SAT Have Predictive Value?

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► Return to Lecture Guide: What Is Assessment?

Lecture/Discussion: Birth Order and Intelligence