Intelligence (4 of 6)

Summary

This lecture explores the evolution of IQ testing, highlighting the Flynn effect—where IQ scores have increased over time—and the complexities of measuring intelligence. It addresses the limitations of IQ tests, including issues with construct validity, stereotype threat, cultural bias, and the neglect of divergent thinking. The lecture emphasizes that intelligence isn't solely defined by these tests and that varying environments and experiences shape cognitive abilities. The discussion also touches on gender differences in IQ, noting that while average scores are similar, men exhibit greater variability.

Takeaways

• 📈 James Flynn discovered that IQ scores have been rising by an average of three points every ten years, a phenomenon known as the Flynn effect.
• 🤔 Despite rising IQ scores, this doesn't necessarily mean we're getting smarter; it could reflect changes in the types of cognitive tasks we perform.
• 🔍 Construct validity in IQ tests is questionable because there is no universal definition of intelligence, leading to various interpretations and measurements.
• 💭 Stereotype threat can significantly impact performance on IQ tests, where individuals perform worse if reminded of negative stereotypes about their identity.
• 🌍 Cultural bias is still an issue in IQ testing, as tests may not account for differences in experiences and backgrounds, leading to skewed results.
• 🤷‍♂️ Performance anxiety can affect IQ test results, causing individuals to perform worse under test conditions due to stress.
• 💡 IQ tests often do not measure divergent thinking, which is associated with creativity and the ability to generate multiple solutions to a problem.
• 🌳 The comic in the lecture illustrates the idea that a single standard test does not fairly measure the diverse abilities of all individuals.
• 👩‍🔬 In developed countries where women have equal rights, men and women tend to score equally on intelligence tests, although socio-political factors can affect these results.
• 📊 The variability in intelligence scores differs between men and women, with men more likely to score at the extremes (both high and low), while women tend to cluster around the average.

Q & A

What is the Flynn effect?

The Flynn effect refers to the observed rise in average IQ scores over time, with an average increase of three points every ten years. This phenomenon was discovered by James Flynn, a prominent scholar in IQ research.

Does the Flynn effect mean that people are getting smarter over time?

Not necessarily. The Flynn effect indicates that IQ scores are increasing, but this may reflect changes in environment, education, and cognitive demands rather than an increase in innate intelligence. People in the past had different cognitive challenges compared to today.

What is construct validity in the context of IQ testing?

Construct validity refers to whether an IQ test accurately measures the concept of intelligence it is intended to measure. The issue with construct validity arises because there is no consensus on a single definition of intelligence, which affects how it is measured.

How does stereotype threat affect IQ test performance?

Stereotype threat occurs when individuals are reminded of negative stereotypes about their social group before taking a test, leading to poorer performance. Conversely, reminding individuals of positive stereotypes can boost their performance.

What role does cultural bias play in IQ testing?

Cultural bias in IQ testing can occur when test questions favor the experiences and knowledge of certain cultural groups over others. This can result in higher scores for some groups and lower scores for others, leading to misconceptions about the intelligence of different cultures.

What is the difference between convergent and divergent thinking in IQ tests?

Convergent thinking involves finding a single correct answer to a problem, such as solving a math problem. Divergent thinking, on the other hand, involves generating multiple possible solutions to a problem, which is a key aspect of creativity. Most IQ tests focus on convergent thinking and do not adequately measure divergent thinking.

Why might performance anxiety affect IQ test results?

Performance anxiety can negatively impact IQ test results because individuals may become overly anxious or stressed when they know they are being tested, leading to lower performance than they would typically exhibit in a non-test environment.

What does the comic in the transcript illustrate about IQ testing?

The comic illustrates the idea that using a single standard (like climbing a tree) to measure the abilities of different individuals (represented by various animals) is unfair, as it does not account for their unique skills and strengths. This highlights the limitations of IQ tests in measuring intelligence.

Are there differences in IQ scores between men and women?

On average, men and women tend to score similarly on IQ tests, though socio-political factors can influence these scores. Men, however, exhibit greater variability in their IQ scores, with more men scoring at both the high and low extremes.

How might socio-political factors influence gender differences in IQ scores?

In developed countries where women have greater access to education and rights, they tend to score equally to men on IQ tests. In contrast, in more restrictive societies, women may score lower due to limited access to education and opportunities.

Outlines

00:00

📈 The Flynn Effect: Rising IQ Scores Over Time

This paragraph discusses the Flynn effect, named after James Flynn, who discovered that IQ scores have been increasing by about three points every decade. The rise in IQ scores is attributed to changes in cognitive demands over time, not necessarily that people are becoming inherently smarter. The environment plays a crucial role in shaping the type of intelligence needed, which has shifted significantly since 1900. The paragraph also touches on the unpredictability of future job demands due to the rapidly changing economy.

05:03

⚠️ Problems with IQ Testing: Construct Validity and Stereotype Threat

This paragraph highlights several issues with IQ testing, starting with construct validity, which questions whether IQ tests measure what they intend to measure, especially given the lack of consensus on the definition of intelligence. The paragraph also introduces the concept of stereotype threat, where people's performance on tests can be negatively affected if they are reminded of negative stereotypes about their identity. This can apply to gender, race, and ethnicity, leading to self-fulfilling prophecies. Additionally, the paragraph mentions the continuing issue of cultural bias in IQ tests, where cultural differences can lead to disparities in test performance.

🎓 Disproportionality in Education: Cultural Bias in IQ Tests

This paragraph explores how cultural bias in IQ tests can lead to disproportionality in education. Students from culturally and linguistically diverse backgrounds are often overrepresented in special education and underrepresented in gifted programs. The paragraph also discusses the impact of performance anxiety on test results, where students who know they are being tested might perform worse due to anxiety. It highlights how IQ tests generally focus on convergent thinking, which looks for a single correct answer, rather than divergent thinking, which values creativity and multiple possible answers.

🧠 The Limits of Standardized Testing: Creativity and Fair Assessment

This paragraph critiques the limitations of standardized IQ tests, particularly their failure to account for creativity and divergent thinking. It includes an illustrative comic based on an Einstein quote, emphasizing the importance of recognizing and nurturing the diverse talents and skills of students. The comic metaphorically shows how different individuals have unique strengths, which standardized tests might not accurately measure, leading to potential misjudgments about their abilities.

👩‍🎓 Intelligence and Gender: Variability and Stereotype Threat

This paragraph addresses the question of whether men or women are more intelligent. It explains that average intelligence scores between men and women tend to be equal in developed countries where women have equal rights. However, in more orthodox societies, women might score lower due to socio-political factors. The paragraph also notes that while men show more variability in intelligence, with more men at both the high and low extremes, stereotype threat could influence these outcomes. The paragraph concludes by reaffirming that despite these variations, intelligence between men and women is essentially equal.

Keywords

💡Flynn Effect

The Flynn Effect refers to the phenomenon where IQ scores have steadily increased over the past century, with an average rise of three points per decade. This concept, named after James Flynn, suggests that changes in society, such as the increase in cognitively demanding professions and evolving problem-solving skills, have contributed to this trend.

💡IQ Test

IQ tests are assessments designed to measure a person’s cognitive abilities and intelligence. In the video, IQ tests are discussed in relation to their historical development and limitations, including issues like construct validity and cultural bias. The video explores whether IQ tests accurately measure intelligence and whether their effectiveness is influenced by societal and cultural factors.

💡Construct Validity

Construct validity is the extent to which a test measures what it claims to measure. In the video, it is explained that IQ tests may lack construct validity because intelligence itself is a complex and contested concept. Different theories of intelligence imply that the way intelligence is measured should vary, which presents challenges for standardized tests like IQ tests.

💡Stereotype Threat

Stereotype threat refers to the risk of confirming negative stereotypes about one's social group. The video discusses how individuals from underrepresented groups, like women in math and science, may perform worse on tests when reminded of negative stereotypes, leading to lower scores. Conversely, being reminded of positive stereotypes can improve performance, showing the psychological impact of identity on testing outcomes.

💡Cultural Bias

Cultural bias in IQ testing occurs when the test favors individuals from certain cultural backgrounds due to its content and structure. The video illustrates this with an example where rural students outperformed urban students on a camping-related question, highlighting how differences in life experiences can impact test results and give a false impression of one culture's intelligence over another.

💡Divergent Thinking

Divergent thinking is the ability to generate multiple solutions to a problem, often associated with creativity. The video contrasts this with convergent thinking, which seeks a single correct answer. IQ tests primarily measure convergent thinking, which overlooks creative problem-solving skills and gives an incomplete picture of a person’s overall cognitive abilities.

💡Performance Anxiety

Performance anxiety is a type of stress that arises when individuals know they are being evaluated. The video explains that some students may perform worse on IQ tests due to anxiety, even if they normally excel in class. This highlights a limitation of IQ tests, as a single moment of testing may not accurately reflect a person’s true intellectual abilities.

💡General Intelligence

General intelligence, or 'g,' is a theory that suggests intelligence can be measured as a single factor. The video mentions this concept as one of the traditional views on intelligence, in contrast to more complex and varied theories of intelligence that question whether a single number can capture a person's cognitive abilities.

💡Disproportionality

Disproportionality refers to the overrepresentation or underrepresentation of certain groups in special education or gifted programs. The video discusses how cultural and linguistic differences can result in disproportionality in IQ testing, leading to minority students being more frequently placed in special education and less often in gifted programs.

💡Creativity

Creativity is the ability to think in novel and original ways. The video criticizes IQ tests for failing to measure creativity, as they typically focus on convergent thinking with one correct answer, while creativity involves divergent thinking with multiple potential answers. The video suggests that creativity is a key part of intelligence that should be included in assessments.

Highlights

James Flynn discovered a consistent increase in IQ scores over time, known as the Flynn effect.

IQ scores have risen an average of three points every ten years.

The Flynn effect suggests a massive change in IQ scores, but does not necessarily indicate increased intelligence.

The shift from 3% to 35% of Americans in cognitively demanding professions reflects changes in societal demands.

The difficulty in predicting future job requirements emphasizes the challenge of preparing students for an uncertain economy.

Construct validity in IQ tests questions whether they truly measure what they intend to measure.

The lack of consensus on the definition of intelligence affects how it is measured through IQ tests.

Stereotype threat can negatively impact performance on IQ tests based on preconceived notions about identity.

Cultural bias in IQ tests can lead to disproportionate representation in educational programs.

The mismeasure of man highlights the issue of cultural bias in IQ tests and their impact on different groups.

IQ tests often fail to account for differences in cultural experiences, leading to skewed results.

Performance anxiety can affect IQ test results, with some students performing worse when tested.

IQ tests typically do not measure divergent thinking, which is an indicator of creativity.

The comic illustrates the absurdity of a one-size-fits-all approach to testing intelligence.

Albert Einstein's quote emphasizes the importance of measuring a wide range of skills and talents.

The average IQ scores of men and women tend to be the same, despite socio-political factors.

Variability in intelligence is greater among men, with more extremes in both genius and intellectual disability.

Stereotype threats can influence IQ test scores, affecting the performance of different groups.

Transcripts

okay so just a little bit more on IQ and

how what we've learned about it over the

years James Flynn discovered after

collecting data he was one of the

pictured here on the right is one of the

great scholars of IQ research he

collected data on IQ tests over time and

I accused scores he noticed we're going

up every decade in fact the I skew

scores went up an average of three

points every ten years so three points

every ten years and this is now this

increases now known as the Flynn effect

named after of course James Flynn over

time this effect effect to seeing

massive changes in IQ so the question is

are we getting smarter you know it while

in 1900 only 3% of Americans practice

professions that were deemed cognitively

demanding today thirty five percent of

us do and we have all learned to be

flexible in the way that we think about

problems so I don't think that it's the

case that our ancestors were less

intelligent than us I think that their

environments demanded them to do

different work than we're demanding to

do and it's very difficult to predict

the work that our students will have to

do someday as the the economy is

changing very very quickly it's very

hard to predict you know the jobs that

will exist tomorrow let alone in five

years from now so very hard to prepare

students which we'll talk about a little

bit later in the lecture so let's talk

about some problems with the IQ test I

think it makes it's an important part of

the lecture to understand what some of

the issues with the test might be so

first of all we have an issue of what we

call construct validity construct

validity essentially looks at are you

measuring what you're intending to

measure and that really depends on the

way we're defining intelligence and as

we're gonna see with a variety of

theories that I'm gonna go over in the

second half of this lecture there's not

a real consensus on a definition there

are a lot of different ways in which

intelligences is defined and therefore

that changes the way in which we need to

measure it the examples from earlier in

the lecture refer to what we call

general intelligence which I'll describe

deeper but essentially it's one one view

of intelligence right then we have the

issue of stereotype threat so this this

stereotype threat occurs when people are

led to believe that something about

their identity will hinder their

performance this can become a

self-fulfilling prophecy so it's no it's

no secret that it's been said for years

that women tend to be less represented

or disproportionately represented in

this maths and Sciences if women are

reminded of this directly before they

take a test on math or science they

actually perform poorer than women who

aren't reminded of this this can also be

the case with certain races and

ethnicities who there a stereotype

exists so if the stereotype exists and

they're reminded of that stereotype they

do much poorer than if the stereotype is

not reminded it works the same way by

the way if groups of people are reminded

of a stereotype that that they're

supposed to be good at something so you

know you can fill in your own example

but if a group is is said to be very

very good at something then and they're

reminded of that they're likely to them

achieving higher levels increases it's

kind of just an interesting

psychological phenomenon a cultural bias

continues to be an issue

while the IQ tests have gotten much

better it still poses an issue today a

good book for reference to check out on

this topic is called the mismeasure of

man

the original IQ test and many IQ tests

today do not take into account

differences in experiences often due to

cultural differences okay so I have an

example from the EQ AOS testing the

standard test a few years back they had

a test on the EQ AO that asked about

camping and it was a sort of a reading

comprehension question as well as the

students had to kind of pose their own

ideas as well and so students were asked

you know what they would bring on a

camping trip and why for example I'm not

exactly sure the exact part of the

question but the bottom line is is that

students that were in rural areas in

Ontario such as Thunder Bay we're

camping

is you know oftentimes a part of their

regular experience did much much better

on the test compared to students from

for example urban Toronto where you know

camping if they camp at all it might be

in a cottage in Muskoka or something

like that so the so it's often times we

have to consider people's experiences

for this reason some cultures do better

on the test giving the illusion that one

culture or race is smarter than another

this leads to disproportionality which

is the idea that peep students who are

culturally and linguistically diverse

often often are more highly represented

in special education and less

represented in gifted education and so

again there's issues with the test in

this way we talked about performance

anxiety in the last lecture a little bit

this is a the idea that if someone knows

that they're being tested or their IQs

being tested

they might perform worse than they would

have had they not known due to

performance anxiety

so maybe the student will do really

really well in class but struggle with

the IQ test it's a single moment in time

scores can be skewed due to anxiety

converging questions the tests most of

the tests on IQ do not take into

consideration divergent thinking which

is an indicator of creativity so the

test does not measure for creativity it

looking for you know one answer and one

answer only whereas divergent thinking

is looking for multiple possible answers

so a convergent question is like two

plus two and then you converge upon out

of the infinite number of numbers there

that exists you converge upon one number

two plus two is four

whereas divergent questions might be

something like you know and we'll talk

about this when we get to creativity

under the personality lecture but if you

say to a student how many different uses

can you think of for a brick right then

there are many correct answers and and

this is a measure of creativity or at

least a specific form of creativity but

anyways these are some of the issues

with the test that really need to be

taken into consideration

I really like this comic here so the

teacher here or the test administrator

here says for a fair selection everybody

has to take the same exam please climb

that tree and you can see that monkey

looks pretty excited about it the birds

got his hand up you know what exactly do

you mean climb can I can I fly the tree

but the rest of these folks look pretty

upset about it especially the fish in

particular his face always gives a gets

me going it's pretty funny so this is a

play on an Einsteinian quote and this

one actually is from Einstein I'm sure

of that

the last one I wasn't sure it was

Einstein but this one I'm sure is

Einstein he said something to the effect

of if you measure a goldfish by its

ability to climb a tree it'll live it's

whole life thinking that it's stupid and

and this is a play on that quote and and

it's it's very very true regardless of

everything I said about its predictive

value and its history and whatnot you

know we have to make sure we're

measuring what we are intending to

measure and and you know we're really

playing to the different skills and

talents that our students have right

every one of our students has potential

in various areas and it's about finding

that and helping students really find

what they flourish in okay so a common

question my students ask me sometimes

about intelligence will they you know

it's got a little bit of competitive

nature there they say well who's smarter

men are women and the truth is is that

average scores tend to be about the same

although this depends on socio-political

factors and this is the this is the

exception that proves the rule so when

you look at intelligence in developed

countries where women have women the

women women have been liberated they

score equal to men but in very Orthodox

communities where women maybe don't have

the same rights or the same access to

public education women don't score as

high as men so this is actually the

exception that proves the rule

that women and men are equal in their

intelligence now interestingly the

variability of their normal curve does

differ so if you look here obviously you

can see the pink line indicates women

and the green are the blue line here

indicates men and what you'll see is

that men have larger peaks and valleys

so basically men are more likely to be

above average intelligence genius level

but they're also much more likely to

have an intellectual disability whereas

more women cluster in the middle where

less men cluster in the middle so even

though averages are the same we do see a

little bit more variability among men

and then but also you know recall the

the issue of stereotype threats that

could also be affecting scores as well