Intelligence and Creativity CHAPTER 9 Intelligence and Creativity Scientists are not sure exactly what intelligence and creativity are. This chapter looks at methods and devices designed to measure these complex concepts. © West Educational Publishing EXIT

I believe the answer to the problem is . . . Understanding Intelligence I believe the answer to the problem is . . . Psychologists define intelligence as the ability to understand and adapt to the environment using a combination of inherited abilities and learned experiences. © West Educational Publishing EXIT

    The Stanford-Binet Intelligence Test Constructed in the early 1900s by Alfred Binet Described four elements of intelligence  Direction = the ability to work toward a goal  Adaptability = making necessary adjustments to solve a problem  Comprehension = understanding the basic problem Self-evaluation = knowing if the problem has been solved correctly  © West Educational Publishing EXIT

Items Used in the Stanford-Binet Test © West Educational Publishing EXIT

Mental Age Binet used the term mental age to describe the level of intellectual functioning. The average five-year-old should pass most items on a test designed for that age. Intelligence Quotient (I.Q.) is a measure that compares mental age with physical age. A seven-year-old child with a mental age of eight will have an IQ of 114. © West Educational Publishing EXIT

I.Q. Calculating I.Q. Mental Age I.Q. X 100 = Chronological Age 7 Examples: X 100 = 100 7 8 X 100 = 114 7 What is the I.Q. of a 16-year-old girl with a mental age of 20? © West Educational Publishing EXIT

I.Q. Calculating I.Q. Mental Age I.Q. X 100 = Chronological Age 7 Examples: X 100 = 100 7 8 X 100 = 114 7 What is the I.Q. of a 16-year-old girl with a mental age of 20? 20 16 = 12.5 X 100 = 125 © West Educational Publishing EXIT

The Wechsler Intelligence Test David Wechsler (WEX-ler) devised a different intelligence test to measure “real world” intelligence. The first part of the test included verbal items like the Binet test. The second part was a nonverbal I.Q. test called a performance scale. © West Educational Publishing EXIT

New definitions of Intelligence Psychologists now realize that traditional academic measures do not reflect all aspects of intelligence. Howard Gardner and Daniel Goldman, among others, developed new approaches for looking at intelligence. © West Educational Publishing EXIT

Click on the intelligences for more information. According to Howard Gardner’s Theory of Multiple Intelligences, there are seven* broad components of intelligence. Language Interpersonal Logical/Math Intrapersonal Visual/Spatial Body Movement * He later added an eighth (naturalistic) intelligence. Click on the intelligences for more information. Musical © West Educational Publishing EXIT

Capacity to understand logical and numerical patterns 3 7 11 15 19 23 Click for more information. Interpersonal Logical/Mathematical Intrapersonal Capacity to understand logical and numerical patterns Body Movement Musical Visual/Spatial Logical/Math 27 31 35 39 43 Language © West Educational Publishing EXIT

Capacity to understand sounds, rhythms, functions of language Click for more information. Interpersonal Language Intrapersonal Capacity to understand sounds, rhythms, functions of language Body Movement Musical Visual/Spatial Logical/Math Language © West Educational Publishing EXIT

Capacity to appreciate music, pitch, timbre Click for more information. Interpersonal Musical Intrapersonal Capacity to appreciate music, pitch, timbre Body Movement Musical Visual/Spatial Logical/Math Language © West Educational Publishing EXIT

Capacity to perceive spatial world Visual/Spatial Click for more information. Interpersonal Capacity to perceive spatial world Intrapersonal Body Movement Musical Visual/Spatial Logical/Math Language © West Educational Publishing EXIT

Capacity to control one’s movements Click for more information. Interpersonal Body Movement Intrapersonal Body Movement Capacity to control one’s movements Musical Visual/Spatial Logical/Math Language © West Educational Publishing EXIT

Capacity to understand others’ moods, and motivations Interpersonal Click for more information. Capacity to understand others’ moods, and motivations Interpersonal Intrapersonal Body Movement Musical Visual/Spatial Logical/Math Language © West Educational Publishing EXIT

Capacity to understand your own behavior and talents Intrapersonal Click for more information. Capacity to understand your own behavior and talents Interpersonal Intrapersonal Body Movement Musical Visual/Spatial Logical/Math Language © West Educational Publishing EXIT

Daniel Goleman’s Theory of Emotional Intelligence The ability to feel, deal with, and recognize emotions makes up its own kind of intelligence. Aspects of this theory include: Emotional self-awareness: knowing what we are feeling and why Managing and harnessing emotions: knowing how to control and respond to feelings appropriately Empathy: knowing what another person is feeling © West Educational Publishing EXIT

Is Intelligence Inherited? Research indicates that 50% of intelligence is the result of heredity. The other 50% is influenced by the environment (family, education, social class, nutrition, stimulation, and so on). Heredity sets limits on intelligence and the environment allows people to realize their full intelligence. © West Educational Publishing EXIT

Median Correlation in I.Q. Scores for Twins and Siblings % Shared Genes .85 100% Identical twins reared together 100% .72 Identical twins reared apart 50% .60 Fraternal twins reared together .45 50% Siblings reared together .25 50% Siblings reared apart © West Educational Publishing EXIT

Issues in Intelligence Testing Individual vs. group testing: Group I.Q. testing can give fairly accurate results, but relies on verbal testing only. The average range of error in I.Q. scores is about seven points. The Supreme Court has ruled that I.Q. test results cannot determine placement of children in schools. Cultural bias in the creation of test questions may discriminate against minority populations. © West Educational Publishing EXIT

Superior Intelligence The stereotype of the “mad scientist” doesn’t hold up to scrutiny . . . Dr. Lewis Terman discovered that people with I.Q.s over 150 had done well in school were well adjusted have been studied at intervals since the 1920s remained healthier and more successful than the average person had lower rates of alcoholism, divorce, and suicide © West Educational Publishing EXIT

Basic Classifications of Mental Retardation Borderline Mental Retardation I.Q. 70-79 This group is composed of slow learners who can be employed in basic skills occupations. They are not retarded by legal definition and would not be entitled to disability benefits. Mild Mental Retardation I.Q. 52-69 Individuals in this group receive special help in school and and are legally termed “retarded.” People at the upper end of the I.Q. range can function on their own, marry, and raise families. People at the lower end of the scale need help and supervision. © West Educational Publishing EXIT

Moderate Mental Retardation I.Q. 36-51 People in this group have physical problems stemming from diseases. They are trained to take care of themselves and can live at home under supervision. Skill levels rarely exceed those of normal 4 to 7 year olds. Severe Mental Retardation I.Q. 20-35 Severely mentally retarded people need constant supervision. Most cannot benefit from attending school. Profound Mental Retardation I.Q. 19 or below This group of people comprise less than 1% of the population. They rarely mature beyond the age of two and only engage in limited communication. They are unable to dress or care for themselves. © West Educational Publishing EXIT

Creativity Intelligence and creativity are somewhat, but not closely, related. People who are creative tend to excel in one area. One measure of creativity is the ability to break set, or think about something in an entirely new way to problem solve. © West Educational Publishing EXIT

Summary of Main Topics Covered Intelligence Testing New Definitions of Intelligence Heredity and Environment Problems in Intelligence Testing Below and Above the Norm Breaking Set © West Educational Publishing EXIT