Child Development Laura E. Berk 8th editionChapter 8Intelligence

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Defining IntelligenceDifficult to find consensusIntelligent behaviors change with ageMost people suggestVerbal abilityPractical problem-solvingSocial competenceCorbis ImagesCopyright 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Alfred Binet (1905): A Holistic viewTo identify students who needed special education in response to the birth of public education compared to their age groupsA test of general ability (included verbal & non-verbal items)Successful predictor of school performanceLewis Terman adapted it to English: The Stanford-Binet Intelligence Scale

Definition of Intelligence

The Factor analysts: a multifaceted viewIdentifies sets of test items that factor together to examine whether intelligence is a single trait or a group of factors (sub categories)Charles Spearman: First to try factor analysis on intelligenceAll items correlated with one anotherunderlying general intelligence, g, influenced all sets of similar items Definition of Intelligence

The Factor analysts: a multifaceted view Raymond Cattell (1971): in addition to g, two broad factors

Crystallized intelligenceSkills that depend on: Accumulated knowledgeExperienceGood judgmentMastery of social conventionsValued by persons culture

Fluid IntelligenceDepends on basic information processing skills:Detecting relationshipsamong stimuliAnalytical speedWorking memory

? Benefits of reducing cultural bias by emphasizing on which one?

Sternbergs Triarchic Theory of IntelligenceIntelligent behavior involves balancing all three intelligencesCopyright 2009 Pearson Education, Inc. Publishing as Allyn & Bacon. *

Gardners Multiple IntelligencesDistinct sets of processing operationsDismiss the idea of gHelpful to understand and nurture childrens special talentExplain savant?*

Emotional Intelligence Positively associated with self-esteem, empathy, prosocial behavior, cooperation and leadership skillsNegatively associated with dependency, depression, and aggressive behaviorCorbis Royalty FreeCopyright 2009 Pearson Education, Inc. Publishing as Allyn & Bacon. *

Commonly-Used Intelligence TestsCopyright 2009 Pearson Education, Inc. Publishing as Allyn & Bacon. *

Individual Tests Stanford-Binet WeschslerAptitude Tests SAT ACTAchievement Tests Classroom testsInfant Tests Bayley Scales Fagan Test

Modest to good predictors of future success academic, vocational, and othersGroup administrationIndividual administrationMeasuring Intelligence

The Stanford-Binet Intelligence Scales, 5th edDesigned for age 2 adulthoodEach 5 factors includes verbal and nonverbal modeThe Wechsler Intelligence Scale for Children -IVThe MOST COMMON Test for 6-16 yr oldsFull scale & 4 broad intellectual factors (verbal reasoning, perceptual reasoning, working memory, processing speed)Culture-Fair? only Verbal Reasoning culture-dependentRe-normed to adjusted for Flynn Effect The first to base their standards on samples representing the total population of the US including ethnic minoritiesCommonly used intelligence tests

Items From Intelligence Tests for Children Copyright 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Tests for Infants Emphasize perceptual and motor responsesBayley-IIICognitive Scale; Language Scale; Motor Scale; Social-Emotional Scale; Adaptive Behavior ScaleFagan Test of Infant Intelligence: infants using habituation/recoveryPoor predictors of mental ability of childhoodLabeled Developmental Quotients (DQs)Infant tests are largely used for screening developmental delays

Copyright 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

IQ = intelligence quotientThe extent to which the raw scores deviates from the typical performance of same-age individualsStandardization of scores: the results from a large representative sample of individuals serve as the standard for interpreting scoresEstablish a normal distribution for each age groupMean score = 1001 standard deviation (1 SD) away from 100 both direction (85-115) at average (68% of population) Computation of IQ Scores

A Normal Distributionof IQ scores; standardization with the mean of 100Copyright 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Better correlations between subsequent testsWhen older at first testingWhen tests are close togetherPreschool scores predict less well than later scoresEnvironment cummulative deficit hypothesis:The negative effects of underprivileged rearing condition increase the longer children remain in these conditions (same rules!: Poorer gets poorer, richer get richer)Stability of IQ ScoresCopyright 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

IQ As a PredictorCopyright 2009 Pearson Education, Inc. Publishing as Allyn & Bacon. *

Academic Achievement Correlated with achievement test scores, grades, staying in schoolOccupational Attainment IQ predicts adult attainment well, but not perfectly Personality, practical intelligence also importantPsychological Adjustment Higher IQ tends to well liked by othersModerately correlated Low IQ related to school failure, aggression, delinquency

Racial Distributions of IQCopyright 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Genetics and IQAdoption studies show influence of both Ethnic differences may be more cultural than geneticNo ethnic diff on infant measures of habituation/recoveryMay account for about half of differencesDisagreements about interaction with environmentCorbis Royalty FreeCopyright 2009 Pearson Education, Inc. Publishing as Allyn & Bacon. *

Heritability Heritability estimates: around .50The heritability of IQ is higher under advantaged than disadvantaged rearing conditions

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IQ Similarity Among RelativesCopyright 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

IQ Correlation for Identical and Fraternal TwinsCopyright 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Adoption and IQCopyright 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

The Flynn EffectIncrease in IQ over generations (effects of environment?)Copyright 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Cultural Bias in TestingTwo views:Tests not biased; represent success in the common cultureCultural factors can hurt test performanceCommunication stylesCulture-specific contentStereotypesCorbis Royalty FreeCopyright 2009 Pearson Education, Inc. Publishing as Allyn & Bacon. *

Communication StylesHigher SES, whitesKnowledge-training questionsTopic-focused story styleHierarchical task style Lower SES, minoritiesReal questionsTopic-associating styleCollaborative task styleCopyright 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Effects of Stereotype Threat on PerformanceMean score on Verbal taskCopyright 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

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Reducing Cultural Bias in TestingCombine tests with assessment of adaptive behaviorDynamic AssessmentFocus on learning processesFeedback providedAdult-child learning relationship cultivatedCopyright 2009 Pearson Education, Inc. Publishing as Allyn & Bacon. *

Preschool InterventionProject Head Start, Aboriginal Head Start1-2 years preschoolNutrition, health servicesParental involvementGain in IQ and achievement during the first 2-3 yrs in schoolBut, test score declines later onSTILL, Long-term Benefits of Excellent InterventionBetter early school IQ, achievementLess special educationMore high school graduation, college enrollment, employmentLower drug use, teen pregnancy, delinquencyA $9 return per $1 spent in the High/Scope Perry Preschool Project*

Outcomes of Preschool Intervention of the High/Scope Perry Preschool ProjectCopyright 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

CreativityAbility to produce original, appropriate workPsychometric view: Test of divergent thinkingInvestment theory of creativity: Creativity requires necessary investment (personality, motivation, insight, etc.) Copyright 2009 Pearson Education, Inc. Publishing as Allyn & Bacon. Reprinted by permission of Laura Berk. *

1. Cognitive Resources for CreativityProblem-finding (where is a gap?)Alternating divergent, convergent thinkingInsight processesEvaluating competing ideasKnowledgeTalent on specific fields10-year rule (from the initial exposure to be developed as a master)Stockbyte Royalty FreeCopyright 2009 Pearson Education, Inc. Publishing as Allyn & Bacon. *

2. Personality Resources for CreativityInnovative thinking styleTolerance of ambiguityPerseveranceRisk-takingCourage of convictionsStockbyte Royalty FreeCopyright 2009 Pearson Education, Inc. Publishing as Allyn & Bacon. *

3. Motivational Resources for CreativityTask focusGoal focus, extrinsic rewards can reduce creativityDynamic Graphics PhotographyCopyright 2009 Pearson Education, Inc. Publishing as Allyn & Bacon. *

4. Environmental Resources for CreativityChild-focused family lifeSensitive, reasonably demanding parentsSocial isolationPotential problems: low self-esteem, depressionSchool supportSimilar peersExtended projects on chosen topicsIntellectual risk-takingCorbis Royalty FreeCopyright 2009 Pearson Education, Inc. Publishing as Allyn & Bacon. *

***Figure 8.2 - Sternbergs triarchic theory of successful intelligence.**Figure 8.3 Test items like those on commonly used intelligence tests for children. *Figure 8.4 - Normal distribution of intelligence test scores***Figure 8.5 - IQ score distributions for black and for white children**Figure 8.6 - Worldwide summary of IQ correlations between twins and other relatives.*Figure 8.7 Cross-sectional age-related changes in IQ correlations for identical and fraternal twins. *Figure 8.8 - IQs of adopted children as a function of biological mothers IQ in the Texas Adoption Project.*Figure 8.9 - The Flynn effect: generational gains in performance on a test of spatial reasoning in four nations.***Figure 8.10 - Effect of stereotype threat on test performance.*Figure 8.11 - Influence of dynamic assessment on mental test scores of Ethiopian-immigrant and Israeli-born 6- and 7-year-olds.**Figure 8.12 - Some outcomes of the High/Scope Perry Preschool Project on follow-up at age 27.*Figure 8.14 - Responses of an 8-year-old who scored high on a figural measure of divergent thinking.****