Unit 2 - Lesson 6
AP Psychology Lesson: Defining and Measuring Intelligence and Achievement
Unit: Cognition | Lesson: 6 of 6 | Topic: Defining and Measuring Intelligence and Achievement
AP Exam Weighting: 15%–25% of exam score
Instructions: Complete this lesson during class by filling in the blanks and answering questions. All information needed is provided or will be researched in class. This lesson prepares you for the AP Psychology exam by exploring how intelligence and achievement influence behavior, a key concept in cognition. Use the provided spaces to write your answers clearly, focusing on applying concepts critically.
Warm-Up
Purpose: Get you thinking about intelligence and achievement.
Questions:
- What makes someone “smart” in your view?
- How might a test score reflect or not reflect someone’s abilities?
Your Answers: Write a short response (1–2 sentences) for each question.
Key Concepts
Instructions: Read the information below and answer the questions to learn core AP concepts. For definitions, write them in your own words based on the content or look up a different definition if directed by your teacher (e.g., via apa.org or Google Scholar).
Content: Intelligence is the ability to learn, solve problems, and adapt to new situations. General intelligence (g) suggests a single cognitive ability underlying various skills (e.g., reasoning). Multiple intelligences (Gardner) propose distinct types, like linguistic or spatial intelligence. Achievement reflects knowledge or skills gained through experience (e.g., math proficiency). IQ tests measure cognitive abilities, often standardized (e.g., Wechsler scales), while achievement tests assess specific knowledge (e.g., AP exams). Example: High IQ may predict problem-solving ability, but achievement depends on study habits. Reliability ensures consistent test results, and validity ensures tests measure what they intend. Cultural biases in testing can affect scores, influencing behaviors like academic performance.
- Define intelligence in your own words: _______________________________
- Define general intelligence (g) in your own words: _______________________________
- Define achievement in your own words: _______________________________
- Explain how IQ tests influence a behavior, using a specific example:
- Explain how achievement tests influence a behavior, using a different example:
- How does the concept of multiple intelligences challenge traditional IQ testing?
- Why might cultural biases in tests affect performance outcomes?
- How could low test reliability impact educational decisions?
Guided Activity
Instructions: Work in pairs to complete the two tasks below. Write your answers and be prepared to share one key point from each task with the class.
Task 1: Scenario Analysis: Scenario: A student scores high on an IQ test but struggles on a history exam. Analyze how general intelligence and achievement contribute to these outcomes. For example, consider how cognitive ability or study habits affect performance.
Your Response for Task 1: Explain the role of each concept in the outcomes.
Class Share for Task 1: Note one point you’ll share.
Task 2: Case Application: Imagine an artist excels at visual design but scores poorly on a standardized math test. Apply the concepts of multiple intelligences, IQ tests, and validity to explain their performance. For example, evaluate how test design or intelligence types affect results.
Your Response for Task 2: Apply the concepts to explain the artist’s performance.
Class Share for Task 2: Note one point you’ll share.
Class Assignment – Refer to this unit’s assignment to complete it.
Instructions: Read the study summaries below and answer the questions. If directed by your teacher, use a classroom device to find a related study (e.g., via apa.org or Google Scholar) to deepen your analysis.
Study Summary 1: A 2015 study found that IQ tests predicted academic success but were less effective for creative fields, supporting multiple intelligences theory.
Question 1: How does this study demonstrate the limitations of IQ tests, and what might explain these findings?
Study Summary 2: A 2018 study showed that cultural biases in standardized tests led to lower scores for minority groups, affecting college admissions.
Question 2: Evaluate how this study illustrates the impact of test validity on behavior, and suggest one way to improve test fairness.
AP Exam Connection: This practices analyzing and evaluating research, a key skill for FRQs.
AP Exam Practice
Instructions: Answer the question below. We’ll review answers as a class to learn exam strategies.
Free-Response Question (FRQ):
Explain how general intelligence, multiple intelligences, and test validity interact to influence a specific behavior (e.g., academic performance, career choice, or problem-solving). Provide one example for each factor (general intelligence, multiple intelligences, test validity) and analyze how they interact to shape the behavior.
Closure
Instructions: Write a brief summary (2–3 sentences) of two key ideas you learned today about how intelligence and achievement influence behavior.
Extended Practice
Instructions: Complete the tasks below based on today’s lesson to reinforce AP skills.
- Review your answers from this lesson.
- Write a detailed paragraph (5–7 sentences) applying today’s topic to a real-life behavior (e.g., how intelligence or test scores affect your school or career goals). Include references to general intelligence, multiple intelligences, and test validity, and explain their interaction.
- Find a short article or study on intelligence or achievement (e.g., via apa.org) and write 2–3 sentences summarizing its relevance to today’s lesson. Cite the source (e.g., website or article title).