Psych 22

Mindfulness and Present Appreciation

  • The importance of being mindful and appreciating the present moment.

  • Discussion of the differentiation between fast and slow thinking.

    • Fast thinking involves heuristics and biases that can lead to irrational decisions.

    • Examples include:

    • Tinkering: Making a choice based on incomplete information.

    • Representative heuristic: Judging the likelihood of an event by comparing it to an existing prototype in our minds.

  • Emotional influence on decision-making discussed.

    • Individuals often struggle with controlling emotions or accurately judging happiness from events.

Class Administration

  • Midterm week emphasis; focus on the upcoming classes:

    • Today: Intelligence.

    • Friday: Language and Communication.

  • Challenge level of exams discussed:

    • Intent is to reward hard work; exams should be difficult for those not attending class.

    • Professor admits to wanting to be tougher but acknowledges a softer nature.

Class Format Changes

  • Adjustments made due to anticipated low attendance on the Friday before break.

  • Live Zoom broadcasts from Michelin Road Atlanta, with two sessions available:

    • Original time: 09:25

    • Additional session: 10:30

  • Recorded sessions will be provided for review.

  • Quiz availability through break to allow students to study at their convenience.

  • Encouragement for feedback on new formats.

Research Participation and Extra Credit

  • Five required hours of research participation with a possibility for additional fifteen hours for extra credit.

    • Warning about potential lack of participation slots later in the semester.

  • Alternative options provided for students unable to participate in research:

    • Research alternative paper: Outline available in the syllabus for more details.

Psychology as a Major

  • Invitation for students interested in adding psychology as a second major.

  • Clarification that there is no minor in psychology.

  • Encouraging discussion with the professor to integrate psychology into schedules.

Intelligence Theory and Warm-Up Activity

  • Initial activities designed to stimulate thinking about intelligence.

  • Discussion about notable figures:

    • Daniel Kahneman: Nobel Prize recipient.

      • Association between awards and intelligence recognized.

    • Presidents: Varied opinions on the intelligence of past leaders such as Woodrow Wilson and Abraham Lincoln.

    • Discussions about contemporary figures in entertainment (e.g., Billie Eilish, Kendrick Lamar) and their perceived intelligence linked to creativity.

  • Activity involving evaluating intelligence in individuals of differing professions and achievements.

  • Emphasis on contextual measurement of intelligence, linking it to age and peer comparison.

History of Intelligence Testing

  • Historical context of intelligence testing in the late 1800s by Binet and Simon.

    • Developed to ascertain readiness for public education and provide necessary interventions.

  • Classification of individuals based on mental age versus chronological age.

  • Binet's work evolved into the Stanford-Binet Test, suggesting classification models for evaluating intelligence.

Eugenics Movements and Intelligence Testing

  • Abuses of intelligence testing for eugenics purposes in the early 1900s.

    • Intelligence tests were misused to justify sterilization of those deemed to have lower intellectual capabilities.

Contemporary Theories of Intelligence

  • Discussion on various intelligence theories:

    • Fluid vs. Crystallized Intelligence:

    • Fluid intelligence is considered innate abilities or raw cognitive capacity.

    • Crystallized intelligence refers to accumulated knowledge and experience.

    • Howard Gardner's Theory of Multiple Intelligences:

    • Proposes eight distinct intelligences including linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, intrapersonal, and naturalistic.

      • Notable for its anecdotal basis rather than empirical research.

Intelligence Quotients (IQ)

  • Explanation of IQ as a metric for assessing intellect.

    • Representing overall intelligence with a standard score where the mean is typically 100.

    • Standard deviation of 15 used to classify intelligence levels.

    • Identification of thresholds for intellectual disabilities (e.g., IQ of 70 or below) and exceptional abilities (e.g., IQs above 130).

  • Assertion that intelligence follows a normal distribution, but with deviations influenced by environmental and organic factors.

Types of IQ Tests and Assessment Design

  • Description of various components of IQ tests (subtests):

    • Measures of verbal processing, visual processing, working memory, processing speed, etc.

  • Testing examples provided, illustrating different cognitive constructs:

    • Pattern recognition, short-term memory through numerical sequences, and other functionalities assessed through various activities.

Summary of Intelligence Test Critiques

  • Acknowledgment of criticisms concerning cultural and language bias in intelligence testing.

  • Distinction between IQ tests and achievement tests (e.g., ACT) regarding their measurement intentions.

Next Class Preparation

  • Preparation for further discussions on language and intelligence implications.

  • Recognition of varying student strengths and support areas for successful academic performance in psychology.