Intelligence Chapter 9

What is Intelligence? Intelligence: abilities to learn from experience, think rationally, deal effectively with others Achievement: refers to knowledge and skills gained from experience, not intelligence Intelligence can provide basis for achievement, ability to learn Theories of Intelligence: Charles Spearman, 2 Factor Theory: 1900, people who do well on one type of intelligence test do well on others too, thus general intelligence underlies all intellectual abilities Specific factors account for people specific abilities LL Thurstone, Theory of Primary Mental Abilities: 1930’s, no one general intelligence but 7 primary mental abilities (Fluency, verbal comprehension, spatial visualization, facility with numbers, memory, reasoning, and perceptual speed) Later added something like general intelligence

What is Intelligence? Howard Gardner, Theory of Multiple Intelligences: 1983, studied cultures and proposed new set of 7 intelligences which expanded to 9 (verbal, logical-mathematical, visual-spatial, bodily-kinesthetic, musical-rhythmic, interpersonal, intrapersonal, naturalist, existential) Separate of each other, good at 1 doesn’t mean good at all Robert Sternberg, Triarchic Theory: 1985 Analytical intelligence (academic courses), creative intelligence, practical intelligence Peter Salovey & John Mayer, Emotional Intelligence: 1990 Why smart people aren’t always as successful as we might expect? Emotional intelligence: 5 factors involved in success in school or job Self-awareness, Mood management, Self-motivation, Impulse Control, People Skills

Measurement of Intelligence Two Intelligence Tests: Stanford-Binet Scale: 1905, France Assumed intelligence increased with age, questions for different ages, earned months of credit for correct answers, score of mental age not same as chronological age Mental Age: shows true intellectual level at which a child is functioning Brought to US, modified to SBIS Today has Intelligence Quotient: IQ, number that reflects relationship between child’s mental age and chronological age M/C x 100 = IQ Transformed Score: any score that has been changed from a raw score in a systematic way, easier to compare

Measurement of Intelligence The Wechsler Scales: more widely used for children & adults Subtests measure different intellectual skills Reveals relative strengths and weaknesses as well as overall intelligence No mental age concept Measures verbal & nonverbal abilities (verbal, nonverbal, combined) Reliability & Validity: criteria for tests Reliability: its consistency Test-retest reliability: comparing scores earned by the same person on the same test taken at different times Both IQ tests very reliable Validity: measures what it is suppose to measure B/c intelligence is hard to determine it is hard to determine if test to measure it is valid

Measurement of Intelligence Controversies & Problems: Controversies: 1800’s wanted to reduce number of unintelligent people and give highest level jobs to those with most intelligence US used for immigrants, do poorly deported Many countries sterilized unintelligent, Nazi’s Cultural bias Problems: Education & economic background make a difference MOTIVATION! Negative stereotypes

Difference in Intelligence Average Intelligence: Average IQ is 100 by design ½ of US score 90-110, 95% 10-130 5% 70 or below mentally disabled, gifted Mental Disability: having an IQ of 70 or below Commonly associated with problems in communication, taking care of oneself, social skills, self-direction, travel in community, vocational training Different Levels: Mild: 80%, not obvious Children have more problems in school, learning to walk, feed self, talk, able to read, write, do math As adults care for selves & have jobs, but need occasional guidance or support

Difference in Intelligence Moderate: IQ score 35-49 Learn to speak, feed, dress selves and work under supportive conditions Do not learn to read or solve math problems Down Syndrome Usually not capable of self-maintenance Can participate in simple recreation, travel alone to familiar places Severe: IQ 20-34 Usually require constant supervision May have trouble understanding speech and responding Perform daily routines and repetitive activities, need continuing direction and protective environment Some can learn basic self-help tasks, feeding Profound: IQ 20 or below Sow basic emotional responses Cannot feed or dress themselves Dependent on others for care throughout life

Differences in Intelligence Causes of Mental Disability: Accidents Difficulty during childbirth Pregnancy: using alcohol & drugs, malnourishment, other health problems Genetic disorder or abnormality Giftedness: those who have IQ scores of 130 or above possess outstanding talent or to show the potential for performing at remarkably high levels of accomplishment when compared with other people of the same age, experience, or environment Prodigy: develops special skills in a particular talent or discipline in childhood, level comparable or above, most adults in the field Mozart, Bernini, Venus & Serena Williams, Ruth Lawrence Motivation & creativity, insight, parent helping, gifted in certain areas

Differences in Intelligence Creativity: ability to invent new solutions to problems or to create original or ingenious materials Einstein: “The true sign of intelligence is not knowledge but imagination.” Highly intelligent people are more likely than the average person to be creative, but all creative people are highly intelligent

What Influences Intelligence? Nature vs. Nurture Genetic Influences: Kinship Studies: in intelligence is genetic then closely related people should have more similar intelligence scores than distantly related ones Often use identical twins Thomas Bouchard, 100 studies Identical twins are more similar than other people, even when grow up in separate environments Fraternal twins, brothers & sisters, parents & children more moderate Heritability: the extent to which variations in a trait from person to person can be explained by genetic factors Ranges from 40-60% Adoptee Studies: those who live with biological parents and adoptive parents Intelligence scores are more like those of biological parents than adoptive

What Influences Intelligence? Environment: Intelligence scores more similar for those that grew up together than those that grew up separately Home environment, parenting style, school, environmental factors Home & Parenting: Parents are emotionally & verbally responsive to child’s needs Parents provide enjoyable educational toys Parents involved in children’s activities Parents provide varied daily experiences throughout preschool years Home environment well-organized and safe Kids encouraged to be independent to make decisions & solve problems

What Influences Intelligence? Preschool: Develop intelligence & prepare kids for school Head Start, 1965, economically disadvantaged kids better start in school Parental involvement important Health, education, social services Books, games, puzzles, drawing, toys, animals, dolls, interact with other kids & teacher Increase intelligence test scores, achievement test scores, and academic skills of participants Long-term benefits: less likely to repeat grade or place in slow learner class, be part of juvenile delinquency or welfare program more likely to finish high school, attend college, higher income

What Influences Intelligence? Aging & Intelligence: Older people drop off in test scores, usually timed Vocabulary expands for lifetime Fluid Intelligence: mental capacities allow us to respond quickly to novel situations or problems Crystallized intelligence: sum of knowledge about the world, grow and continue throughout life Environmental Factors: income level, education level, stimulating jobs, intact family life, cultural events participation, travel, reading, marriage to spouse with high intelligence, flexible personality