Download Unit 10 Ch schedule-study guide

A.P. Psychology
Unit 10 Schedule: Chapters 10 & 13
Personality and Intelligence
NOTE: Please have all readings listed on a given day DONE for that day’s class!
All page numbers refer to the Myers Psychology text.
A
2/16
B
2/17
2/18
2/19
2/22
2/23
2/24
2/25
(1/2
day)
3/1
3/2 (1/2
day)
3/4
3/3
3/8
3/5
3/10
3/9
Agenda
Intelligence, Influences on Intelligence
 Factor analysis (“g”), multiple intelligence,
triarchic theory, “E-I.Q.”
Dynamics of Intelligence
 Battle of the Brains
Creativity and Mindset
Extremes – savants, IQ, MENSA, creativity
Test construction and validity
Intelligence (Ch 10) Quiz (will include free-response)
Personality Overview
Psychodynamic theory overview
Freud: Psychoanalytic Theory
 Id, Ego, Superego
 Defense Mechanisms
Freud’s Psychosexual development
 Critiques of theory; Neofreudians
Social Cognitive Theory
Humanistic Theory
 Abraham Maslow and Carl Rogers
Trait Theory
The Big Five
Test
Binders Due
Reading
pp. 405 - 415
pp. 415 - 427
pp. 427 - 439
pp. 553
pp. 554 - 564
564 – 567, and
576 - 589
567 - 576
Big Questions: What defines an intelligent person? How can we make personality/intelligence
testing a constructive endeavor? Which theory of personality best describes who we are? Are
personality and intelligence stable over a lifespan?
Unit 10 Objectives:
After you have read the chapters and taken notes, you should be able to do the following:
Chapter 10
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Trace the origins of intelligence tests including the contributions of Galton, Binet, and Terman.
Distinguish between aptitude and achievement tests and describe modern tests of mental abilities such as
the WAIS and SAT.
Describe principles of test construction including standardization, reliability, and validity, and explain how
they are used to form accurate tests.
Describe the nature of intelligence and discuss the implications of culture on intelligence.
Explain whether intelligence should be considered a general mental ability or many specific abilities.
Discuss the stability of intelligence scores and describe the two extremes of the normal distribution of
intelligence.
Identify the factors associated with creativity and describe the relationship between creativity and
intelligence
Discuss evidence for both genetic and environmental influences on intelligence.
Chapter 13
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Describe Freud’s view of personality structure
Outline and describe Freud’s psychosexual stages of personality development
Explain how defense mechanisms operate
Discuss the major ideas of the neo-Freudians and today’s psychodynamic issues
Explain how projective tests are used to assess personality and describe research findings regarding their
validity and reliability
Discuss trait theories of personality
Identify the Big Five personality factors
Discuss the basic ideas of Maslow and Rogers
Evaluate the humanistic perspective
Describe the social-cognitive perspective and define reciprocal determinism
Chapter 10 Overview
An enduring controversy in psychology involves attempts to define and measure intelligence.
Chapter 10 describes the historical origins of intelligence tests and discusses several important issues
concerning their use. These include the methods by which intelligence tests are constructed and whether
such tests are valid, reliable, and free of cultural bias. The chapter also discusses research that attempts to
assess the neurological basis of intelligence, the stability of intelligence, whether intelligence is a single
general ability or several specific ones, and the extent of genetic and environmental influences on
intelligence.
Chapter 13 Overview
Personality refers to each individual’s characteristic pattern of thinking, feeling, and acting.
Chapter 13 examines four perspectives on personality. Psychoanalytic theory emphasizes the
unconscious and irrational aspects of personality. The social-cognitive perspective emphasizes the effects
of our interactions with the environment. Humanistic theory draws attention to the concept of self and to
human potential for healthy growth. Trait theory led to advances in techniques for evaluating and
describing personality. The text first describes and then evaluates the contributions and shortcomings of
each perspective. In addition, within each section is a brief description of some of the techniques used by
the perspective in analyzing personality.
Key Terms
Using your own words, write a brief definition or explanation of each of the following. Do this after or while
reading the assigned pages for class.
Chapter 10: Intelligence
1. intelligence –
2. mental age –
3. Stanford-Binet –
4. intelligence quotient (IQ) –
5. general intelligence (g) –
6. savant syndrome –
7. creativity –
8. emotional intelligence –
9. aptitude test –
10. achievement test –
11. Wechsler Adult Intelligence Scale (WAIS) –
12. standardization –
13. normal curve –
14. reliability –
15. validity (types) –
16. mental retardation –
17. Down syndrome –
18. stereotype threat –
Chapter 13: Personality
19. personality –
20. free association –
21. psychoanalysis –
22. unconscious –
23. id –
24. ego –
25. superego –
26. fixation –
27. defense mechanisms –
28. repression –
29. regression –
30. reaction formation –
31. projection –
32. rationalization –
33. displacement –
34. projective test –
35. terror-management theory –
36. collective unconscious –
37. self-actualization –
38. unconditional positive regard –
39. reciprocal determinism –
40. learned helplessness –
41. external locus of control –
42. internal locus of control –
Intelligence Unit Study Guide – Chapter 10
Complete the following study guide as you read the assigned pages for class.
What is Intelligence? pp. 405 - 415
1. Describe the nature of intelligence and discuss whether it is culturally defined or culturefree.
2. Describe the factor-analysis approach to understanding intelligence and discuss evidence
regarding intelligence as general mental ability and/or as many specific abilities.
3. Make a brief statement about how you viewed “intelligence” before reading this section
of the text. Did you view it as a single trait (the equivalent of “g”) or multi-faceted?
Why?
4. After reading about Sternberg’s and Gardner’s theories, has this changed at all? How is
your concept of intelligence more complex?
5. Based on the five components of creativity outlined by Sternberg and associates (p. 411),
explain an example of creativity from your life or others.
Assessing Intelligence pp. 415 - 422
6. Distinguish between aptitude and achievement tests and describe modern tests of mental
abilities.
7. Identify the major principles of good test construction and explain their application to
intelligence tests.
The Dynamics of Intelligence pp. 422 - 427
8. Discuss the stability of intelligence test scores and the two extremes of intelligence.
9. Outside research - What did “SAT” originally stand for? What does it stand for now?
How does this relate to your understanding of aptitude and assessment from the text?
Genetic and Environmental Influences on Intelligence pp. 427 - 439
10. Discuss evidence for both genetic and environmental influence on intelligence.
11. Describe group differences in intelligence test scores and show how they can be
explained in terms of environmental factors.
12. Discuss whether intelligence test scores are biased and/or discriminatory.
Personality Unit Study Guide – Chapter 13
The Psychoanalytic Perspective pp. 553 - 564
13. Describe how Freud’s search for the psychological roots of nervous disorders led to his
study of the unconscious and explain psychoanalysis.
14. Describe and illustrate Freud’s views of personality structure.
15. Outline and describe Freud’s psychosexual stages of personality development.
16. Explain Freud’s view of maladaptive behavior and describe how defense mechanisms
operate.
17. Discuss the major ideas of the neo-Freudians and today’s psychoanalytic theorists.
18. Explain how projective tests are used to assess personality and describe research findings
regarding their validity and reliability.
The Humanistic Perspective pp. 564 - 567
19. Describe the humanistic perspective on personality and discuss the basic ideas of Maslow
and Rogers.
20. Discuss how culture affects one’s sense of self, including research findings on
stigmatized groups and differences between individualist and collective cultures.
The Trait Perspective pp. 567 - 576
21. Discuss trait theories of personality and trace their history.
22. Identify the Big Five personality factors and describe the assessment techniques
associated with trait perspective.
23. Evaluate trait perspective on personality and describe research findings regarding the
consistency of behavior over time and across situations.
The Social-Cognitive Perspective pp. 576 - 589
24. Describe the social-cognitive perspective and define reciprocal determinism, giving two
examples.
25. Discuss research findings on personal control.