Chapter 9 Intelligence and Creativity

Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. RiderChapter 9

Chapter 9

Intelligence and Creativity


Chapter 9 – Intelligence and Creativity

• What is intelligence?– Adaptive thinking or actions (Piaget)– Ability to think abstractly, solve problems?

• Characteristics of intelligence– Genetic determination about 50%– Environmental influence about 50%


The Psychometric Approach• A trait – can be identified, measured• A single attribute?

– Spearman: “g” = general; “s” = special• Many attributes?

– Thurstone: 7 primary mental abilities• Spatial ability, perceptual speed, numeric

reasoning, verbal meaning, word fluency, memory, inductive reasoning

• IQ tests and IQ score


Cattell and Horn

• Fluid intelligence: decreases in older adults– Use mind to solve novel problems– Skills: reasoning, seeing relationships,

inferences, – Free of cultural influences

• Crystallized intelligence: increases with age– Knowledge from experiences (school)– Gen. Info., vocabulary, etc.


Other Theories

• Gardner’s Theory/multiple intelligences– Eight distinct intelligences not measured

with IQ tests

• 1) Linguistic

• 2) Logical-mathematical

• 3) Musical 4) Spatial

• 5) Bodily-kinesthetic

• 6) Interpersonal 7) Naturalist


Other kinds of Intelligence

• Savant Syndrome– Extraordinary talent in one area – Otherwise mentally retarded– Musical, artistic, calculation abilities


Sternberg’s Triarchic Theory

• Contextual Component – Adapting to the environment– “Street smart,” age group, culture, etc.,

• Experiential Component: AutomatizationAutomatization– Response to novelty

• Componential Component– Information processing – Efficiency of strategies


Figure 9.2


The Stanford-Binet

• Age-graded items

• Older version: Concept of mental age (MA)– IQ = MA/CA X 100

• Modern S-B Scales– Test norms

• Large, representative samples– IQ score of 100 is average


The Wechsler Scales

• Widely used today– WPPSI: ages 3-8 (2002)– WISC-III: Ages 6-16 (1991)– WAIS-III: adults

• 3 IQ scores derived– Verbal IQ– Performance IQ– Full-scale IQ


Intelligence Testing Today

• Kaufman Assessment Battery for Children – How problems are solved

• Dynamic assessment approach– How quickly learning occurs

• Cognitive Assessment System– Predicts academic success


The Infant

• Developmental Quotients (DQ)– Bayley Scales: Ages 2-30 months– Correlations with Child IQ – low to 0– Useful for diagnostic purposes

• *Best predictors – From measures of information processing– E.g., attention, speed of habituation,

preference for novelty


The Child

• DQ does not predict later IQ

• IQ at age 4 predicts later IQ

• IQ gains– Parents foster achievement– Neither strict nor lax parenting

• IQ drops: Poverty– Cumulative deficit hypothesis


The Adolescent

• Brain growth spurt at age 11/12 (puberty)– Formal operational thinking– Improved memory and processing skills– Stability of IQ evident

• IQ score a good predictor of school achievement


The Adult

• Strong relationships between– IQ and occupational prestige– IQ and job performance– IQ and good health/longevity

• IQ decline by age 80 (longitudinal studies– C-S studies show cohort effects– Fluid IQ peaks at about age 24– Crystallized (verbal)unchanged until 80’s


Predictors of Gains and Decline

• Decline: Poor health, unstimulating lifestyle

• Gain (or maintain)– Above average SES– Intact marriages– Intellectually capable spouses– Active lifestyles

• “Use it or lose it!”


Wisdom

• Expert pragmatic knowledge – Rich procedural knowledge: strategies esp.

for handling conflict– Lifespan contextual knowledge– Relativism of values & life priorities– Recognition and management of

uncertainty– Age does not predict wisdom– Intelligence, personality & cognitive style


Factors that Influence IQ

• Genes: accounts for half (Twin studies)• Home environment; higher SES helps

– Never underestimate the power of the environment

– Parental involvement & stimulation• Firstborn and smaller family are advantages• Racial and ethnic differences

– Different ability patterns– Culture bias in IQ test


Mental Retardation

• Below-average intellectual functioning: IQ 75

• Limited adaptive behavior: before age 18– Self-care and social skills

• Below age-appropriate expectations

• Causes– Organic: e.g., Down syndrome– Cultural-familial: genes & environment


Giftedness

• High IQ

• Special abilities: math, arts, leadership

• Renzuli: combination high IQ, creativity, and task commitment

• Can be identified by 18 months

• Terman’s “Termites”– Remarkable into adulthood– Well adjusted


Creativity

• Ability to produce novel responses

• Divergent thinking: a variety of solutions

• Convergent thinking– Focusing on best solution– Measured by IQ test

• Ideational fluency


Creativity in Childhood and Adolescence

• Freedom, originality, humor, violence, playfulness

• More fantasy and pretend play• More open to new experience• Little genetic influence:related to home

– Value nonconformity and independence– Encouragement of curiosity and

playfulness– Freedom to explore independently


Creative Achievement in Adulthood

• Increases in the 20’s, 30’s, and early 40’s– Then declines

• Peak times vary by fields– Humanities scholars peak in 60’s– Artists peak in 30’s and 40’s– Scientists peak from 40’s to 70’s

• Enthusiasm and experience required.


Figure 9.8

Chapter 9 Intelligence and Creativity

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