Chapter 12 Intelligence

Intelligence Intelligence Defining intelligence is difficult as there are many different definitions Some see intelligence as a label for what intelligence tests measure Some take a broader view – that intelligence involves the ability to learn from experience, think in abstract terms & deal effectively with one’s environment

Assessment of Intellectual Abilities Intelligent tests Key that they measure what they intend to measure Reliability A test with good reliability will yield reproducible & consistent results Assessed by correlating two sets of scores Test-retest reliability – person takes test twice – scores correlate Alternative form reliability – two forms of same test correlate highly Internal consistency – test items correlate highly with each other Interjudge reliability – ratings of judges correlate highly

Assessment of Intellectual Abilities Validity A test with good validity is one that measures what it’s meant to measure Criterion/empirical validity – correlating test score with some external criterion can assess validity Criterion problem in assessment – where there is no “truth” against which to validate the test Construct validity – where test scores correlate with the predicted outcomes of the theory underlying the research

Assessment of Intellectual Abilities Early intelligence tests Early ideas that intelligence was linked to exceptional sensory & perceptual skills are no longer supported First successful intelligence tests developed by Alfred Binet who proposed the concept of mental age (bright children perform above actual age, slow child performs below actual age) The Stanford-Binet intelligence scale Binet scales revised to create Stanford-Binet which introduced concept of IQ (intelligence quotient)

Assessment of Intellectual Abilities ...The Stanford-Binet intelligence scale IQ scores

Assessment of Intellectual Abilities The Wechsler intelligence scales Wechsler felt Stanford-Binet relied on language ability & was not suitable for adults so developed WAIS which included verbal scale & performance scale The factorial approach Binet & Wechsler considered intelligence to be a general capacity for reasoning – not all agree Spearman proposed presence of “g” (general factor) underlies performance on different tests Factor analysis – method to discover minimum underlying factors/abilities to explain correlation pattern

Contemporary Theories of Intelligence Gardner’s theory of multiple intelligences Mental processes underlie intelligent behavior Seven distinct types of intelligence that are independent & each operate separate module in brain 1. linguistic intelligence, 2. musical intelligence, 3. logical-mathematical intelligence, 4. spatial intelligence, 5. bodily-kinesthetic intelligence, 6. intrapersonal intelligence, 7. interpersonal intelligence

Contemporary Theories of Intelligence Anderson’s theory of intelligence & cognitive development Differences in intelligence result from differences in the “basic processing mechanism” that implements thinking, which in turn yields knowledge Two different “routes” to knowledge – first involving basic processing mechanism, which operates through specific processers, to acquire knowledge. Second route involves use of modules to acquire knowledge which comes automatically if module has matured enough

Contemporary Theories of Intelligence Sternberg’s triarchic theory Theory has three sub-theories Componential sub-theory – deals with thought processes Experiential sub-theory – deals with effects of experience on intelligence Contextual sub-theory – considers effects of environment & culture Most highly developed is componential sub-theory which includes meta-components, performance components & knowledge-acquisition components

Contemporary Theories of Intelligence Ceci’s bioecological theory Everyday intellectual performance cannot only be explained by IQ or biological notions of general intelligence Rather, intellectual performance depends on interaction between multiple cognitive potentials with a rich, well-organized knowledge base This highlights impact of environment on IQ – more environmental risks child exposed to – lower the IQ

Contemporary Theories of Intelligence Comparing theories of intelligence Research continues to explore complex relationship between biological & environmental factors

Genetics & Intelligence Contribution of genetics Heated debates concerning contribution of genetics to individual’s intelligence Heritability Researchers often quantify extent to which groups differ by measuring variance – percentage of variance that accounted for by genetic differences = heritability Twin studies indicate heritability of intelligence to be between 60 – 80 percent but environment also plays a role

Genetics & Intelligence ...Heritability

Genetics & Intelligence ...Heritability Misunderstandings about heritability Heritability refers to differences among individuals in a population, not to differences within individuals Heritability of trait not a single, fixed number – subject to change if circumstances change Heritability does not explain source of mean differences between groups Heritability does not tell us about the effects of environmental changes on the average level of a trait

Emotional Intelligence Four critical components Accurate perception & expression of emotions – being able to read emotions of others helps you anticipate possible threats & helps you empathise with others Ability to access and generate emotions in the service of thinking & problem solving – being able to access current feelings & anticipate future feelings gives us important information for decision making Understanding emotions & emotional meanings – we may accurately perceive an emotion but if we don’t understand why we are feeling that way, we can’t do much about it

Emotional Intelligence ...Four critical components Emotional regulation – being able to manage and regulate your emotions appropriately – learning how to regulate emotions is critical to relationships with others & to our own health People with higher emotional intelligence tend to be healthier, psychologically and physically

General Learning Disability Individuals whose intellectual & practical skills fall far below average said to suffer from general learning disability World Health Organization criteria – individual must have both sub-average scores on IQ test & show significant problems in performing everyday tasks Severity of general learning disability varies greatly from mild (IQ 50-69) – profound (IQ < 20)

General Learning Disability Causes of general learning disability Large number of biological factors can cause general learning disability Before birth – chromosomal (e.g. Down’s syndrome, fragile X syndrome), gestational disorders (e.g. maternal high blood pressure, diabetes), prenatal exposure to toxins (e.g. alcohol, drugs), prenatal exposure to rubella, herpes or syphilis Early childhood – infections, physical trauma, metabolism & nutrition problems (e.g. PKU and Tay-Sachs disease), & gross brain disease Also, socio-cultural factors can influence general learning disability (e.g. socio-economic class)

General Learning Disability Treatments for general learning disability Children with general learning disability who receive intensive and comprehensive intervention from birth enhance their development of basic skills Interventions include – behavioral interventions, medication, social programs to optimise the child’s environment etc. If interventions stopped, benefits seen in the short term often diminish with time