PSY 2012 General Psychology Chapter 8: Thinking and Intelligence Samuel R. Mathews, Ph.D. Associate Professor The Department of Psychology The University of West Florida

Intelligence: Early work Galton Saw intelligence as genetically based; Viewed intelligence as a single construct that encompassed all mental processes (memory, perception, language production, etc.,) Suggested that culture would be greatly improved if “…talented men were mated with talented women…generation after generation we might produce a highly bred human race, with no more tendency to revert to our meaner ancestral types than is shown by our long established breeds of race horses and fox hounds.” From: Galton (1865). Hereditary Talent and Character, Macmillan's Magazine, 12, ,

Intelligence: Early work Binet Saw intelligence as driven by experience Viewed intelligence as being made up of discrete constructs; he suggested that memory, perception, and other mental constructs were relatively independent and could be impacted by experience Constructed a test to assess intelligence Developed the early version of our own intelligence quotient (“IQ”) –The difference between Mental Age and Chronological age Both perceived intelligence as a “general intellectual ability— the “g factor” (Spearman, 1927) reflects this point of view

Intelligence: Contemporary Views Psychometric view is reflected in traditional IQ tests –Stanford-Binet IQ test: Yields an Intelligence Quotient (IQ) IQ = (Mental Age/Chronological Age) X 100 Includes verbal and performance (non-verbal) subtests Individually administered –Wechsler Intelligence tests: Yields and Intelligence Quotient (same formula) Includes verbal, quantitative, and performance subtests Individually administered

Intelligence: Contemporary Views Crystallized Intelligence: –One’s knowledge base (e.g. schema, scripts) and the ability to access that knowledge Fluid Intelligence –Mental processes (identify relationships; solve problems, etc.,) Cattell (1963) suggests both are necessary

Intelligence: Contemporary Views Problems with traditional measures: –Cultural biases (Sternberg, 2004) Intelligence as defined by success within one’s cultural milieu using resources, making decisions, solving problems, with cultural tools at hand Alternative to traditional IQ tests: –Dynamic testing: »Initial assessment provides a baseline of performance »Intervention is provide in which skills and knowledge are taught »Second testing indicates what the individual has learned; »Gains are considered more accurate indication of intellectual power.

Intelligence: Contemporary Views Sternberg’s Triarchic Theory : –Contextual Intelligence (Practical Intelligence): “Street smarts” Adaptation to one’s environment –Componential Intelligence (Analytical Intelligence): Executive Control Basic mental processes Elements of Componential Intelligence measured by traditional IQ tests –Experiential Intelligence (Creative Intelligence) Performance varies based on the novelty of a task One’s experiences within a culture lead to differential performance Reflects the ability to cope flexibly and creatively with problems

Intelligence: Contemporary Views Gardner’s Multiple Intelligences: –The traditional models of intelligence lend little information on many important areas of knowledge and performance that relate to success in life –Gardner suggested multiple areas of intelligence: Domains range from linguistic and logical-mathematical to emotional intelligence (see pg. 332, Zimbardo, et al. for complete list) Some domains can be linked to specific brain functions Assessment is based on a broad spectrum from paper and pencil tests to observations in so-called real life situations.

Intelligence: Contemporary Views Intelligence, Race, Class, & Culture –Galton, Jenson & Heritability of IQ & Racial Differences: Initial claims that IQ is largely a product of genetics with environmental factors minimized has been refuted with the Scarr & Weinberg study (initial differences were minimized as children reached adolescence) –Social/Economic Class: Differences IQ attained by members of different socio- economic classes most likely attributed to multiple factors: –Health care –Nutrition –Access to equal educational opportunities (in and out of school) –At the core is the definition of intelligence Differences are most obvious with traditional views and less obvious with more contemporary views (e.g. Sternberg, Gardner)