Intelligence Traditional def.: the ability to understand and adapt to an environment

Creativity  Break set: think imaginatively by using objects for purposes for which they are not designed  Creativity needs an incubation period= time to think  Increasing creativity=Increasing disruptive behavior=Increase std. test scores=Slightly higher IQ

Accepted IQ tests  Stanford-Binet Intelligence Scale Creator: Alfred Binet Based on directions towards goals, adaptability, comprehending a problem, and self evaluation Is still used with a new part: reasoning & critical thinking

Details about Stanford-Binet  Select # next in a pattern, ID body parts, critical thinking problems  Arranged by order of difficulty  Expectations based on equation  IQ= Mental Age X 100 Chronological Age

Stanford-Binet IQ Test Kit

Wechsler Intelligence Test  By David Wechsler  Part verbal and part nonverbal  Judged on performance scale  Comprised of picture completion & object assembly

2 versions of Wechsler’s Test  1 ST for kids (ages 1-5)  2 nd for adults (ages 6-adult)

Problems with IQ Tests  Made w/ funding from certain interest groups Ex. Stanford-Binet funded by KKK Made based on info. Common to white, middle-class, protestant experience Info. Must be taught cannot be manipulated (often more memorizing than ability/potential)

For ex.  May ask questions based on environment, local terminology, or about experiences that cost money  Invalid, biased tests are still used today and may have effected your placement in track (at least when you were younger!)

 Australian IQ test (commonly used psychological tool in Australia)  Chitling IQ test (made by a southern, urban sociologist)

Gardner’s Multiple Intelligences  Creator: Howard Gardner  Has no specific test  Theory: Everyone is intelligent but in different ways. People. Have strengths and weaknesses but they even out. He believes in diff. types of smart instead of diff. levels of smart.

Original Multiple Intelligences 1 st Intrapersonal  A personal intelligence, (self smart) refers to having an understanding of yourself, of knowing who you are, what you can do, what you want to do, how you react to things, which things to avoid, and which things to gravitate toward.

Interpersonal Intelligence  ability to relate and understand others.  see things from other people's point of view  an uncanny ability to sense feelings, intentions and motivations.  great organizers, although they sometimes resort to manipulation.  try to maintain peace in group settings and encourage  both verbal (e.g. speaking) and non-verbal language (e.g. eye contact, body language) to open communication channels with others.

Logical-Mathematical  problem solving  classifying and categorizing information,  working with abstract concepts to figure out the relationship of each to the other,  doing controlled experiments,  questioning and wondering about natural events,  performing complex mathematical calculations,  working with geometric shapes

Visual-Spatial Intelligence  puzzle building,  reading & writing,  understanding charts and graphs, a good sense of direction,  sketching, painting,  manipulating images,  constructing, fixing, designing practical objects  interpreting visual images.

Musical Intelligence  Singing/whistling,  playing musical instruments,  recognizing tonal patterns, composing music,  remembering melodies,  understanding the structure and rhythm of music

Bodily-Kinesthetic Intelligence  dancing, sports  physical co-ordination,  hands on experimentation,  using body language,  acting, miming,  using their hands to create or build,  expressing emotions through the body

Verbal Linguistic Intelligence  Listening & speaking,  writing,  story telling,  explaining,  using humor,  understanding the syntax and meaning of words,  remembering information,  convincing someone of their point of view,

New Addition After Gardner’s Original Intelligence= Naturalistic Intelligence  Notices patterns and things from nature easily,  Has keen senses and observes and remembers things from his/her environment and surroundings,  Likes animals and likes to know and remember things about them,  Really appreciates being outside and doing things like camping, hiking or climbing,  Makes keen observations about natural changes, interconnections and patterns,

Where does Intelligence come from?  50% genetic  50% environmental Effected by motivation, nutrition, social class (due to exposure to more experiences ex. museums, plays, classes) Environmental effects=thicker brain due to increased # of neurons

IQ Scale (remember it’s not valid- but gives a general idea)  130+ = genius Often stereotyped as sickly, eccentric or isolated=false stereotype!

True geniuses.. Do well in school, but can get bored (who doesn’t?) Can be criticized by others (who hasn’t been?) Socially well-adjusted Good at communication Healthy w/ good self-esteem Less gullible Do well in sports

Average Range IQ’s (many of us)  = superior IQ  = high ave.  = ave.  80-90= low ave.

Slightly Mentally Challenged IQ Scores  Borderline: slow learners, no disability benefits, non-challenging jobs  mild mental retardation: special help in school 69-usually normal but 52 needs supervision Cannot understand abstract ideas

Moderately Mentally Challenged IQ Scores  36-51: Moderate Mental Retardation= physical problems (often from serious illness) Have life skills training but require supervision Usually IQ=4-7 yrs old

Severe Mental Retardation Scores  Severe: constant supervision is needed, cannot benefit from school, often due to a disease IQ= age 2-3

Profound Mental Retardation Scores  19 or lower= Profound 1% of the mentally challenged pop. Need considerable training to do simple tasks IQ= age 2 or lower

Causes of Mental Retardation  Physical Causes: 20% of cases Often lack of O2 at birth Malnutrition Chemical exposure Inherited

Environment  Alcohol/drug use in utero OR by time of conception  Lack of motivation=slow nerve cells Usually in poor families

Treatment Options  Current Trend: Inclusion to prevent low expectations from effecting achievement  Some separate programs (exclusion): train coordination, social skill, basic academics, and self-care  Previously: Separate schools Before separate schools=penitentiaries

Autism ( very diff. from mentally challenged)  Diagnostic Criteria for Autistic Disorder  A total of six (or more) items from (1), (2), and (3), with at least two from (1), and one each from (2) and (3): qualitative impairment in social interaction, as manifested by at least two of the following:  marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction  failure to develop peer relationships appropriate to developmental level  a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g., by a lack of showing, bringing, or pointing out objects of interest)  lack of social or emotional reciprocity

qualitative impairments in communication as manifested by at least one of the following:  delay in, or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gesture or mime)  in individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others  stereotyped and repetitive use of language or idiosyncratic language  lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level

restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following:  encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus  apparently inflexible adherence to specific, nonfunctional routines or rituals  stereotyped and repetitive motor manners (e.g., hand or finger flapping or twisting, or complex whole-body movements)  persistent preoccupation with parts of objects  Delays or abnormal functioning in at least one of the following areas, with onset prior to age 3 years: (1) social interaction, (2) language as used in social communication, or (3) symbolic or imaginative play.  The disturbance is not better accounted for by Rett’s Disorder or Childhood Disintegrative Disorder.

 Asperger’s Syndrome : Less severe than autism with similar behaviors Studies show a link of 50%-80% of autistics are mentally challenged

Autistic Savants  A person has below normal mental capacity with an ability in 1 field that exceeds normal ability  Often the special talent is in numbers, trains, planes, dinosaurs.