Unit IX Intelligence

Intelligence What do we mean by the term “intelligence”? What do we mean by the term “intelligence”? How do we measure intelligence? How do we measure intelligence? What sort of genetic, environmental, and cultural influences are there on intelligence? What sort of genetic, environmental, and cultural influences are there on intelligence? How do we interpret intelligence tests, and what do the scores mean? How do we interpret intelligence tests, and what do the scores mean? Intelligence is a concept: The ability to learn from experience, solve problems, and use knowledge to adapt to new situations. Intelligence is a concept: The ability to learn from experience, solve problems, and use knowledge to adapt to new situations.

One or Many? One Charles Spearman: g Turn of the century Factor analysis General intelligence Ability correlations Satoshi Kanazawa Novel problems (g) versus evolutionarily familiar situations (not g) Many Louis Leon Thurstone Turn of the century Primary Mental Abilities Seven clusters Howard Gardner Intelligences LIMB LINES Exceptional examples Robert Sternberg Triarchic intelligence model Analytical - Creative - Practical

Intelligence and Creativity Creativity and Insight Convergent and Divergent thinking The brain and creativity Creative elements (Sternberg) Expertise Imaginative thinking Venturesome personality Intrinsic motivation Inspiring environment

Emotional Intelligence Social Intelligence Social Intelligence Edward “Puzzle Box” Thorndike Edward “Puzzle Box” Thorndike Sternberg’s Practical Intelligence Sternberg’s Practical Intelligence EI Theory EI Theory Mayer, Salovey and Caruso Mayer, Salovey and Caruso 1) Perceive; 2) Understand; 1) Perceive; 2) Understand; 3)Manage; and 4)Use emotions. 3)Manage; and 4)Use emotions. Positive aspects Positive aspects Criticisms of EI theory Criticisms of EI theory Daniel Goleman and EQ Daniel Goleman and EQ

The Brain and Intelligence Does brain size matter? In some cases, yes…in others, no. Does brain size matter? In some cases, yes…in others, no. General weight does not always correlate with intelligence General weight does not always correlate with intelligence There is a positive correlation, however. There is a positive correlation, however. Size of particular areas does matter Size of particular areas does matter Frontal and parietal lobes (Einstein) Frontal and parietal lobes (Einstein) Factors that create brain differences Factors that create brain differences Processing Speed Processing Speed Perceptual speed Perceptual speed Neurological speed Neurological speed

Early Intelligence Tests Alfred Binet Pre-Binet: Francis Galton Normal curve and N v. N The genesis of the test Binet and Simon’s ideas Mental age Mental aptitude Application of tests “Mental orthopedics” Lewis Terman Stanford bastardizes Binet Stanford-Binet IQ Test Mental Age / Chronological age X 100 Problems with this IQ Modern conception of “IQ” IQ Testing and Eugenics

The WAIS and Modern IQ Achievement v. aptitude Achievement v. aptitude Difference and gray areas Difference and gray areas David Wechsler David Wechsler The WAIS- IV The WAIS- IV 10 subtests (ftfy) 10 subtests (ftfy) Verbal comprehension Verbal comprehension Perceptual reasoning Perceptual reasoning Working memory Working memory Processing speed Processing speed Yields aggregate IQ and separate scores Yields aggregate IQ and separate scores The WISC-IV The WISC-IV Same primary categories Same primary categories

Test Construction Standardization Standardization Representative sample – “norming group” Representative sample – “norming group” The Normal Curve – see next slide The Normal Curve – see next slide Re-standardization and the Flynn effect Re-standardization and the Flynn effect Possible causes (and end) of the FE Possible causes (and end) of the FE Reliability Reliability Target reliability of correlation between old and new Target reliability of correlation between old and new Validity Validity Content validity Content validity Predictive validity Predictive validity Better on achievement than aptitude tests Better on achievement than aptitude tests

Normal Curve and IQ Mean of σ = 68% of scores 2σ = 95% of scores 3 σ = 99.7% of scores Thus, only 2.5% of the population has an IQ of 130+, and 2.5% are at 70-.

Stability and Change Early development and intelligence Early development and intelligence Age 4 – predictive power Age 4 – predictive power Early reading and adolescent intelligence Early reading and adolescent intelligence Age 7 – stabilization Age 7 – stabilization SAT and GRE correlational data SAT and GRE correlational data Ian Deary and the longitudinal Scottish Study Ian Deary and the longitudinal Scottish Study 1932 – 87,498 students at ≈ age 11 are tested 1932 – 87,498 students at ≈ age 11 are tested Retesting 70 years later revealed certain correlations Retesting 70 years later revealed certain correlations High scorers were more likely to live independently and avoid late- onset Alzheimer’s High scorers were more likely to live independently and avoid late- onset Alzheimer’s 70% of high-scoring girls were still alive; only 45% of low scorers. 70% of high-scoring girls were still alive; only 45% of low scorers.

Extremes of Intelligence Low Extreme Low Extreme Mental Retardation (intellectual disability) requires both a low test score and poor adaptation to life circumstances. Mental Retardation (intellectual disability) requires both a low test score and poor adaptation to life circumstances. Genetic factors can express themselves as Down syndrome Genetic factors can express themselves as Down syndrome Mild, Moderate, Severe and Profound levels Mild, Moderate, Severe and Profound levels History of treatment and mainstreaming History of treatment and mainstreaming High Extreme High Extreme Giftedness and social adaptation Giftedness and social adaptation Statistics on giftedness Statistics on giftedness Criticisms of gifted education Criticisms of gifted education

Genetic Factors Twin studies Identical twins reared together and separately Levels of gray matter Adoption studies Adoptive children compared with siblings and both sets of parents. Heritability The proportion of individual variation attributable to genes Heritability and development

Environmental Factors Early Environment and Intelligence Early Environment and Intelligence Neglect and intelligence Neglect and intelligence Enrichment programs and effects Enrichment programs and effects Generalized enrichment (Mozart effect) vs. targeted enrichment Generalized enrichment (Mozart effect) vs. targeted enrichment Poverty and intelligence Poverty and intelligence School and Intelligence School and Intelligence Preschool programs: quality and effectiveness Preschool programs: quality and effectiveness Beliefs about intelligence impact cognitive growth Beliefs about intelligence impact cognitive growth

Gender, Ethnicity and Intelligence Gender Differences By and large, male and female intelligence scores are very similar. Females have an edge in spelling, verbal ability, visual memory, emotions, sensation and mathematical computation. Males tend to score well on problem solving, spatial ability and analogies. Ethnic Differences Yes, racial differences in IQ exist The IQ gaps Genetic aspects Climate and survival Genetic similarities Environmental aspects Climate and survival Concept of “race” Similar environment = similar IQ Racial differences in history Always remember the distinction between group scores and individuals

Bias is So Unfair… Bias Definition #1: A test that detects not only innate intelligence, but also performance differences due to cultural differences Bias Definition #1: A test that detects not only innate intelligence, but also performance differences due to cultural differences This bias exists, but since tests measure some achievement, which makes assumptions about experience, it is difficult not to be biased. This bias exists, but since tests measure some achievement, which makes assumptions about experience, it is difficult not to be biased. Bias Definition #2: Predictive validity – does the test predict future behavior only for some groups of test takers? Bias Definition #2: Predictive validity – does the test predict future behavior only for some groups of test takers? This bias is not thought to exist. Predictive validity remains about the same between genders and ethnic groups. This bias is not thought to exist. Predictive validity remains about the same between genders and ethnic groups.

Expectation Effects Remember that attitudes and beliefs influence perception and behavior. Remember that attitudes and beliefs influence perception and behavior. Stereotype threat – self- fulfilling prophecy. Stereotype threat – self- fulfilling prophecy. Relatable to process simulation? Relatable to process simulation? Special education and stereotype threat Special education and stereotype threat