1

Intelligence

Chapter 11

2

What is Intelligence?

Intelligence is the ability to learn from experience, solve problems, and use our knowledge to adapt to new situations.

In research studies, intelligence is whatever the intelligence test measures.

This tends to be “school smarts.”

3

Conceptual Difficulties

Psychologists believe that intelligence is a concept and not a thing.

When we think of intelligence as a trait (thing) we make an error called

reification — viewing an abstract immaterial concept as if it were a

concrete thing.

4

Controversies About Intelligence

Despite general agreement among psychologists about the nature of

intelligence, two controversies remain:

1. Is intelligence a single overall ability or is it several specific abilities?

2. With modern neuroscience techniques, can we locate and measure intelligence within the brain?

5

Intelligence: Ability or Abilities?

Have you ever thought that since people’s mental abilities are so diverse, it

may not be justifiable to label those abilities with only one word, intelligence?

You may speculate that diverse abilities represent different kinds of intelligences.

How can you test this idea?

6

General Intelligence

The idea that general intelligence (g) exists comes from the work of Charles

Spearman (1863-1945) who helped develop the factor analysis approach in

statistics.

Athleticism, like intelligence, is many things

AP PsychologyJanuary 7, 2010

What is intelligence?

7

Homework: 1) Read pages 434-442 2) Complete Psych Sim

Spearman’s Studies

9

Factor Analysis: cluster of items that measure a common ability

Example: vocabulary, paragraph comprehension,Grades in English classes, SAT verbal

10

General Intelligence

General intelligence (g) is a factor that underlies all intelligence .

BUT…. Spearman’s Theory of General Intelligence was controversial.

11

Other Early Theories of Intelligence as Multiple Abilities

-Intelligence as Seven Clusters of Primary Mental Abilities- Thurstone

-General Intelligence as an evolutionary adaptation

12

Contemporary Intelligence Theories

Howard Gardner-multiple intelligences-exceptionally intelligent people, such as savants

People with savant syndrome excel in abilitiesunrelated to general intelligence.

http://www.youtube.com/watch?v=dhcQG_KItZM

13

14

Howard Gardner

Gardner proposes eight types of intelligences (and speculates about a ninth one — existential intelligence. )

How is Gardner’s theory problematic?

• Difficult to research

• Talents or intelligences?

16

Sternberg’s Triarchic Theory of Intelligence

Sternberg (1985, 1999, 2003) agrees with Gardner, but suggests three intelligences

rather than eight.1. Creative Intelligence: Intelligence

that makes us adapt to novel situations, generate novel ideas

2. Analytical Intelligence: Intelligence that is assessed by intelligence tests.

3. Practical Intelligence: Intelligence that is required for everyday tasks (e.g. street smarts).

Sternberg and Gardner’s studies are important in broadening our

definition for intelligence…… in the workplace, the classroom, on the

athletic field.

Do Now: Compare and contrast Spearman, Gardner, and Sternberg’s Theories of Intelligence. Which do you think is the best theory and why?

January 8AIM: How can we assess

intelligence?

22

Emotional Intelligence

Emotional intelligence is the ability to perceive, understand, and manage

emotions

-proposed by Daniel Goleman

23

Emotional Intelligence: Components

Component Description

Perceive emotion Recognize emotions in faces, music and stories

Understand emotion

Predict emotions, how they change and blend

Manage emotion Express emotions in different situations

Use emotion Utilize emotions to adapt or be creative

24

Emotional Intelligence

Emotional intelligence correlates positively with career, marriage, and parenting

success.proposed by Daniel Goleman

Emotion Recognition Mischel’s Marshmallow

25

Emotional Intelligence: Criticism

Should intelligence apply to emotions?

But, studies show general intelligence DOES matter

*Crystallized and fluid intelligence

• Crystallized intelligence: accumulated knowledge

• Fluid intelligence: ability to reason quickly when solving new problems

• How does each change with age?

27

Intelligence and Creativity

Creativity is the ability to produce ideas that are both novel and valuable. It correlates

slightly with intelligence.1. Expertise: A well-developed knowledge base.2. Imaginative Thinking: The ability to see things

in novel ways.3. Adventuresome Personality: A personality that

seeks new experiences rather than following the pack.

4. Intrinsic Motivation: A motivation to be creative from within.

5. A Creative Environment: A creative and supportive environment allows creativity to bloom.

28

Is Intelligence Neurologically Measurable?

Recent Studies indicate some correlation (about +.40) between brain size and

intelligence.

Gray matter concentration in people with high intelligence.

29

Brain Function

Intelligence tests and reaction time

People with higher intelligence respond correctly and quickly tothe above question.

30

Assessing Intelligence

Intelligence testing: a method for assessing an individual’s mental aptitudes

and comparing them with others

31

Alfred Binet

Alfred Binet: predictor intelligence testing developing questions that would predict children’s future progress

Mental Age: IntelligenceIncreases as we age

32

Lewis TermanStanford-Binet Test: The following is the

formula of Intelligence Quotient (IQ), introduced by

William Stern:

Intelligence Tests

• First proposed by Binet• Adapted by Terman into the IQ test• Xenophobic?

34

Aptitude and Achievement Tests

Aptitude tests are intended to predict your ability to learn a new skill

Achievement tests are intended to reflect what you have already learned.

35

David Wechsler

Wechsler developed the Wechsler Adult Intelligence Scale

(WAIS) and later the Wechsler Intelligence

Scale for Children (WISC), an

intelligence test for preschoolers.

36

WAIS

WAIS measures overall intelligence and 11 other aspects related to intelligence.

37

Principles of Test Construction

For a psychological test to be acceptable it must fulfill the following three criteria:

1. Standardization

2. Reliability3. Validity

Question 1: Point to the puppy

39

Standardization

Standardization: 1) administering the test to a representative sample of future test takers 2) Testing and scoring uniformly for all test-takers

Establishes a basis for meaningful comparison.

40

Normal Curve

Standardized tests establish a normal distribution of scores on a tested

population in a bell-shaped pattern called the normal curve.

Variance- degree to which scores differ from each other

Standard deviation: degree to which scores differ from the mean

Intelligence Testing

• Z scores- (standard score)- can compare scores initially on different scales

• Statistical significance (p value)

43

Flynn Effect

In the past 60 years, intelligence scores have risen steadily by an average of 27

points.

44

Reliability

Extent to which a test yields consistent results:

1. Split-half Reliability:

2. Reliability using different tests:

3. Test-Retest Reliability:

45

Validity

Validity of a test refers to what the test is supposed to measure or predict.

1. Content Validity: Refers to the extent a test measures a particular behavior or trait.

2. Predictive Validity: Refers to the function of a test in predicting a particular behavior or trait.

Reliability verses Validity• Question 1: Measuring three people with the same

yardstick, but the yardstick is off by 3 inches• Question 2: A college admissions office is concerned with

how well applicants will perform on college-level assessments. Which of following best demonstrates predictive validity?

1) SATS 2) School Grades 3) Recommendations 4) Extracurriculars

– Which is most reliable?

49

Extremes of Intelligence

A valid intelligence test divides two groups of people into two extremes: the mentally retarded (IQ 70) and individuals with high

intelligence (IQ 135). These two groups are significantly different.

50

Mental Retardation

Mentally retarded individuals required constant supervision a few decades ago, but with a supportive family environment and special education they can now care for

themselves.

51

High Intelligence

Contrary to popular belief, people with high intelligence test scores tend to be healthy,

well adjusted, and unusually successful academically.

57

Ethnic Similarities and Differences

1. Racial groups differ in their average intelligence scores.

2. High-scoring people (and groups) are more likely to attain high levels of education and income.

To discuss this issue we begin with two disturbing but agreed upon facts:

58

Racial (Group) Differences

If we look at racial differences, white Americans score higher in average

intelligence than black Americans (Avery and others, 1994). European New Zealanders score higher than native New Zealanders

(Braden, 1994).

White-Americans Black-Americans

Average IQ = 100 Average IQ = 85

Hispanic Americans

63

Stereotype Threat

A stereotype threat is a self-confirming concern that one will be evaluated based

on a negative stereotype.

This phenomenon appears in some instances in intelligence testing among

African-Americans and among women of all colors.