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Chapter 9 INTELLIGENCE
A. Measuring Intelligence
Stanford-Binet test (test created by Binet-Simon and revised to be used
in the USA) 30-items test that measures practical knowledge and skills
(naming objects in pictures, define words, repeat a set of digits, copy a simple
shape, etc.)
Mental age divided by chronological age multiply by 100
IQ a score on an intelligence test that permits an individual’s performance
to be compared with the average performance on the test
Mental age the chronological age that typically corresponds with a
particular performance level on an intelligence test.
Weschler’s Intelligence Scales (David Weschler)
Deviation IQ an IQ score that compares an individual’s performance
on a test with the expected average performance of someone in the
same age group (for calculating adult IQs); a measure of how far a
particular test score is above or below the mean score of the relevant
age cohort; provide a method for rank-ordering individuals in terms
of their performance on a test
Actual test score divided by expected test score and multiplied
by 100
B. Administering Intelligence Test
S-B IS and WAIS, WAIS-C, and WPPSI-IV- administered
individual (more expensive than group administered test)
DAP individual or group
C. Interpreting IQ Scores
Mean score=100; SD=15 or 16
Frequency distribution number of times each score occurs in a range of
possible scores represented by bell-shaped curve (normal distribution)
representation of test scores, showing their natural tendency to cluster around
the middle (mean) of the distribution and taper off at either side.
Standard deviation a measure of how much test scores vary from the mean
of the sample
D. What intelligence test do not measure
1. Learning
2. Creativity
3. Various (persistence, impulse control, intellectual engagement,
conscientiousness and self-discipline)
Strengths
Can identify who may be at risk of problem in learning as a
result of impaired intellectual abilities, and for planning
appropriate educational programs;
Identify students who are intellectually gifted, particularly
those who are underachieving.
Limitations
Reliability and validity of scores derived from group tests in particular
Restricted range of skills measured
Etc. kapoy na
E. Learners with exceptional abilities
F. Concepts of giftedness and talent
Gifted individuals with high general intellectual ability; significantly superior
potential to achieve in one or more domains; partly innate
Talent significantly superior performance in one or more domains/performance
o Attributes that are frequently present in gifted and talented students:
Language and literacy-related skills
Cognitive and problem-solving skills
Independence and broad interests and activities
o Three-ring conception of giftedness:
Above-average ability general ability and specific ability
High levels of task communication including self-confidence,
capacity for high interest level, hard work, determination and
setting high standards in a particular area
High level of creativity openness to new experiences, curiosity,
willingness to take risk, and fluency, flexibility and originally
of thought
G. Identifying gifted and talented learners
o Characteristics:
Highly curious
Abstract thinker
Flexible thinker
Superior vocabulary
Advanced reading
Independent
Otherrrrrssss!
H. Educational programs and provisions for gifted students
Acceleration allowing students to move faster through the education system
Curriculum differentiate modification of instruction, materials and
assessment procedures to match learner needs
I. Creativity novel thinking that leads to the production of innovative and valuable
ideas (judged what is produced).
o Components (Individual Factors):
Intelligence necessary but not sufficient
Thinking skills both divergent and convergent thinking to
ensure novelty and appropriateness
Knowledge and expertise
Personality willingness to take risks, perseverance, self-
efficacy
Others na pudddd!