I.  Defining intelligence
        A.  Important elements of intelligence
                1.  Abstract thinking or reasoning
                2.  Problem-solving ability
                3.  Capacity to acquire knowledge
                4.  Ability to adapt to one's environment
                5.  Memory (some disagreement on this one)
        B.  Operational definition
        C.  Different from aptitude and achievement

II.  Testing Intelligence
        A.  Properties of a good test (psychometrics)
                1.  Validity
                2.  Reliability
                3.  Objectivity
                4.  Standardization and norms
        B.  Chronoligical age vs. mental age
        C.  History of intelligence testing
                1.  Alfred Binet (asked to distinguish between
                    children who could not learn from those that
                    just did not want to do so.
                2.  Army Alpha and Army Beta (Yerkes)
                        a. validity and reliability (in WWI and today)
                        b. historical significance
                        c. culturally  biased
                3.  Modern tests of intelligence
                        a. Wechsler Adult Intelligence Scale (WAIS)
                        b. performance and verbal tests
                        c. less culturally and racially biased
        D.  Variations in intelligence
                1.  The normal curve (mean=100; SD=15)
                2.  Terman's "Termites" and misconceptions about gifted
                    children (IQ > 130)
                3.  Mental retardation (IQ < 70)
                4.  The influences of heredity and environment

III.  Test Bias
        A.  Item bias
                1.  Mean group differences (not acceptable)
                2.  Differential predictive validity
                3.  Differential construct validity
                4.  Uniqueness of the minority group experiences
                        a. Content: “what should you do when a child smaller than you begins
                           to fight with you?”
                        b. Language: (separate overhead)
                        c. Values: (separate overhead)
        B.  Inappropriate norms
                1.  Separate (rather than national) norms eliminate racial bias, but...
                2.  have little relevance in the larger community
                3.  Furnish no information about why some ethnic groups tend to score
                    lower than others
        C.  Ethnic and racial minority children may be deficient in test-taking skills
                1. deficiencies in motivation
                2. limited exposure to cultural test-taking norms
        D.  Examiner bias (does having a white examiner matter?)
            25 of 29 published studies in 1995 found no significant relationship between the race of the examiner and black children’s scores