Measuring Intelligence BinetSimon Intelligence Scale mental age Terman
Measuring Intelligence • Binet-Simon Intelligence Scale – mental age • Terman – intelligence quotient (IQ) – IQ=MA/CA x 100 • Standardized Intelligence Tests – Stanford-Binet – Wechsler Tests
Verbal Scale • • • General Information Similarities Arithmetic Reasoning Vocabulary Comprehension Digit Span
Performance Scale
Normal Distribution of IQ
Mental Retardation • Significantly subaverage level of intellectual functioning which occurs with related limitations in two or more skill areas. – Mild mental retardation – Moderate mental retardation – Severe/profound mental retardation
Causes of Mental Retardation • Organic retardation • Cultural-familial retardation
Intellectually Gifted • Individuals characterized by higher than average intelligence (IQ>130). Usually also have some superior talent or skill.
Intelligence in Infancy • Developmental tests – Gesell Developmental Schedules – Bayley Scales of Infant Development - II – poor predictors of later intelligence • Habituation
Intelligence in Childhood • Considerable variability in IQ across childhood • Cumulative-deficit hypothesis • IQ stabilizes during adolescence
Development of Mathematical Skills • Newborns have rudimentary skills – can distinguish between 2 and 3 object (habituation) • Preschoolers – learning to count • Age 4 – simple arithmetic; counting strategies • Strategy choice model: children tend to choose the fastest approach that they can execute accurately
DEVELOPMENT OF ACADEMIC SKILLS: Mathematics • In first months after birth, infants can distinguish between small sets of objects • Infants may enumerate small sets by subitizing: perceptual process where people quickly and easily determine how many objects are in a small set without actually counting them. • From age two, children begin to associate words used in language with number of objects • Language differences affect learning to count and understanding place value, which affects development of other math skills
DEVELOPMENT OF ACADEMIC SKILLS: Mathematics • At about age four, children develop counting strategies • In elementary school, children improve efficiency of strategies • Gradually come to store basic math facts and simply retrieve from memory • Strategy choice model may explain how memorized and retrieved
DEVELOPMENT OF ACADEMIC SKILLS: Reading • Chall (1983) proposed six developmental stages for reading • Estimated that 25% of Americans are poor readers and 38% of fourth graders score below grade level • Two factors that best predict success in early reading are familiarity with letters of the alphabet and phonemic awareness
DEVELOPMENT OF ACADEMIC SKILLS: Reading • Good readers tend to read more, further enhancing reading skills and facilitating cognitive development • Parent-child reading during preschool years has both direct and indirect effects
DEVELOPMENT OF ACADEMIC SKILLS: Writing • Reading and writing skills highly correlated • Similar progressions developmentally • Inventive spellings associated with later success in conventional spelling, word recognition, reading fluency • Young writers engage in knowledge telling • Older children spend more time on planning and revising
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