After completing their study of these modules, students should be able to:
Module 31
1. Discuss
the difficulty of defining intelligence, and explain what it means to “reify
intelligence.”
2. Present arguments for and against considering intelligence as one general
mental ability.
3. Compare Gardner’s and Sternberg’s theories of intelligences.
4. Describe the four aspects of emotional intelligence, and discuss criticisms
of this concept.
5. Identify the factors associated with creativity, and describe the
relationship between creativity and intelligence.
6. Describe the relationship between intelligence and brain anatomy.
7. Discuss findings on the correlations between perceptual speed, neural
processing speed, and intelligence.
Module 32
1. Define
intelligence test, and discuss the history of intelligence testing.
2. Distinguish between aptitude and achievement tests, and describe modern tests
of mental abilities such as the
WAIS.
3. Discuss the importance of standardizing psychological tests, and describe the
distribution of scores in a normal
curve.
4. Explain what it means to say that a test is reliable.
5. Explain what it means to say a test is valid, and describe two types of
validity.
6. Describe the stability of intelligence scores over the life span.
7. Discuss the two extremes of the normal distribution of intelligence.
Module 33
1. Discuss
the evidence for the genetic contribution to individual intelligence, and
explain what psychologists
mean by the heritability of intelligence.
2. Discuss the evidence for environmental influences on individual intelligence.
3. Describe ethnic similarities and differences in intelligence test scores, and
discuss some genetic and environmental
factors that might explain them.
4. Describe gender differences in abilities.
5. Discuss whether intelligence tests are biased, and describe the stereotype
threat phenomenon.