Individual Tests of intelligence Psychology 20

IQ Definition Is a standardized measure of intelligence based on a scale in which 100 is average. IQ= Mental Age X 100 Chronological Age A score of 100 is considered average

Development of intelligence Tests 1905 – Alfred Binet and Theodore Simon developed a test to help distinguish “more intelligent” children from “less intelligent” children This test was developed by discovering questions that 11 year olds could answer that 9 year olds could not. Therefore, if an eleven year old could only answer 9 year old level questions they were considered to have the mental age of 9.

If the child was significantly "smarter" than a "normal" child of his or her age, the child was given a higher score, and if the child scored lower than expected for a child of his or her age, the child was given a lower IQ score.

1916 – Lewis Terman (Psychologist at Stanford University) designed a system of group tests items by age level, building on Binet and Simon’s work He called it the Stanford-Binet test (as a tribute to Binet & Simon’s earlier work)

How to read IQ scores: A person whose IQ = 100 is said to reflect a normal or average intelligence. – A person above 100 is supposed to reflect above average – A person below 100 is said to reflect below average intelligence

70% of IQ scores fall between 85 and 115 What does this mean? 5% of people have an IQ under 70 (below this mark is considered mentally deficient) 0.25 of people have an IQ considered genius

This scale was developed in 1916 Over 140 = Genius or near genius = Very superior intelligence (Gifted) = Superior intelligence 90 – 109 = Normal or average intelligence = Dullness = Borderline deficiency Under 70 = Definite feeble-mindedness (Intellectual Disability) Reminder: 70% of IQ scores fall between 85 and 115

Today IQ testing is used primarily for measuring the ability to solve certain types of problems, not intelligence. Today we attempt to write tests that will determine an adult's true mental potential, unbiased by culture, and compare scores to the scores of other adults who have taken the same test.

So today we compare an adult's objective results to the objective results of other adults, and determine how intelligent each test taker is at problem solving, instead of comparing test takers to an arbitrary age related standard.

determining intelligence based solely on IQ scores has become widely criticized. Most Psychologists now agree that IQ only measures one facet of intelligence: a person’s ability to take a test! We’ll learn more about the negative side of IQ testing in later lessons.

Skip to page 10 Sternberg’s Triarchic Theory of Intelligence said that Intelligence should be based on three components: 1.The way a person generates intelligent behavior 2.The degree to which a person’s behavior is used in the proper situation 3.A person’s ability to apply and cope with appropriate behaviors in novel situations within a small time frame

Robert Sternberg proposed his theory in the 1980’s. ** Sternberg believes that it isn’t how much intelligence a person has, but what is important is how the person uses that intelligence. This is very different from the early IQ tests that measured only knowledge!

Gardiner’s Theory of Multiple Intelligences says that that instead of one kind of general intelligence, there are at least nine different kinds, which include verbal intelligence, musical intelligence, logical-mathematical intelligence, spatial intelligence, body movement intelligence, intelligence to understand oneself, intelligence to understand others, naturalistic intelligence, and existential intelligence.

A person may Excel at multiple intelligences

Howard Gardiner came up with 7 different “Intelligences” in 1983 He was one of the first Psychologists to broaden the definition of intelligence beyond that of just mathematical, Logical, and verbal reasoning.

In the space below, describe each of the pieces of the pie.

Some questions to ask yourself 1. In which of Gardner’s intelligences do you believe that you excel? What evidence can you show? 2. How does this affect the way you currently approach learning and school assignments? 3. How might the theory of multiple intelligences affect your thinking about your future?

Brain Teaser #1 A 30 year old man married a 25 year old woman. She died at age 50 and her husband was so devastated that he cried for years. Ten years after he stopped crying, he died. If he had lived to be 80, how many years was he a widower? Answer? _____________25_______________ How did you solve this? What strategies did you use?

Brain Teaser #2 A magician was boasting one day at how long he could hold his breath under water. His record was 6 minutes. A kid that was listening said, "that's nothing, I can stay under water for 10 minutes using no types of equipment or air pockets!" The magician told the kid if he could do that, he'd give him $10,000. The kid did it and won the money. Can you figure out how? Answer? Filled a glass of water and held it over his head How did you solve this? What strategies did you use?

Vygotsky’s Zone of Proximal Intelligence Definition: ZPD is the difference between what a learner can do without help and what he or she can do with help

Lev Vygotsky died in 1934, but his ideas are still highly valued today. He believed that an intelligent child would be able to learn from others

Cattell’s Two Factor Theory of Intelligence says that: that intelligence has two factors: a general mental ability factor, g, which represents what different cognitive tasks have in common, plus many specific factors, s, which include specific mental abilities (mathematical, mechanical, or verbal skills).

These two types of intelligence are: Definition: Fluid Intelligence is the capacity to think logically and solve problems in novel situations, independent of acquired knowledge. It is the ability to analyze novel problems, identify patterns and relationships that underpin these problems and the extrapolation of these using logic. Definition: Crystallized Intelligence is the ability to use skills, knowledge, and experience. It does not equate to memory or knowledge, but it does rely on accessing information from long-term memory