Chapter 9 Intelligence and Creativity

Chapter 9 – Intelligence and Creativity What is intelligence? Adaptive thinking or behavior (Piaget) Ability to think abstractly, solve problems? (Sternberg) Genetics x Environment (interaction) RAISED TOGETHER RAISED APART IDENTICAL TWINS .86 .72 FRATERNAL .60 .52

Theories and Tests of Intelligence IQ tests Intelligence quotient (IQ) tests attempt to measure an individual’s probable performance in school and similar settings. Psychometric approach Spawned the development of standardized tests of intelligence Intelligence Trait or a set of traits that characterizes some people to a greater extent than others Goal Identify these traits precisely and to measure them Binet (1857-1911) and Simon created 1st IQ ← test in 1905

Binet Intelligence Tests An individual’s level of mental development relative to others Mental Age Intelligence Quotient (IQ)

Theories and Tests of Intelligence The Stanford-Binet test The Stanford-Binet test - V (2-85) The mean or average IQ score for all age groups is designated as 100 ± 15 (85-115). Given individually

A Normal Distribution Score Figure 9.2 A normal distribution curve

Normal Distribution Normal Distribution

© 2006 The McGraw-Hill Companies, Inc. All rights reserved © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Bell Curve 4.8

Individual Intelligence Tests The Wechsler Scales Overall IQ and also verbal and performance IQs. (WPPSI-IV) Wechsler Preschool and Primary Scale of Intelligence-Revised. Ages 2 ½ to 7 years, 7 months (WISC-IV) Wechsler Intelligence Scale for Children-Revised. Ages 6 to 16 years, 11 months (WAIS-IV) Wechsler Adult Intelligence Scale-Revised Ages 16 to 90 years, 11 months

WPPSI-III WPPSI

WAIS-III

WISC-IV Word Reasoning—measures reasoning with verbal material; child identifies underlying concept given successive clues. Matrix Reasoning—measures fluid reasoning a (highly reliable subtest on WAIS® –III and WPPSI™–III); child is presented with a partially filled grid and asked to select the item that properly completes the matrix. Picture Concepts—measures fluid reasoning, perceptual organization, and categorization (requires categorical reasoning without a verbal response); from each of two or three rows of objects, child selects objects that go together based on an underlying concept. Letter-Number Sequencing—measures working memory (adapted from WAIS–III); child is presented a mixed series of numbers and letters and repeats them numbers first (in numerical order), then letters (in alphabetical order). Cancellation—measures processing speed using random and structured animal target forms (foils are common non-animal objects).

WAIS - IV

Theories and Tests of Intelligence Raven’s Progressive Matrices Psychologists created “culture-reduced” tests without language. It tests abstract reasoning ability (non-verbal intelligence or performance IQ)

The Psychometric Approach Intelligence - A single attribute? Spearman (1863-1945) 2 – factor theory of intelligence “g” = general ability “s” = special abilities

Measurements of sprinting, high jumping, and long jumping correlate with one another because they all depend on the same leg muscles.

Many attributes? Thurstone: 7 primary mental abilities Spatial ability, perceptual speed, numeric reasoning, verbal meaning, word fluency, memory, inductive reasoning

Fluid intelligence and crystallized intelligence What is Intelligence? Fluid intelligence and crystallized intelligence Cattell & Horn believed that the “g” factor has two components: - Fluid intelligence is the power of reasoning, solving unfamiliar problems, seeing relationships and gaining new knowledge - Crystallized intelligence is acquired knowledge and the application of that knowledge to experience.

Which of the Numbered Pieces Completes the Design? Figure 9.1 An item assessing fluid intelligence (Answer: 7)

Concept Check: A 16-year-old is learning to play chess and is becoming proficient enough to be accepted into the school’s chess club. Is this fluid or crystallized intelligence?

Concept Check: Ten years later, the chess player achieves grandmaster status. Is this a result of fluid or crystallized intelligence?

Savant Syndrome condition in which a person otherwise limited in mental ability has an exceptional specific skill Calculation abilities Drawing Musical

Synesthesia in Daniel Tammet

Gardner’s Multiple Intelligences

Sternberg’s Triarchic Theory Contextual Component (“street smarts or practical”) Adapting to the environment Experiential Component: (creative) Response to novelty Automatization (not best method for intelligence testing) Componential Component (“academic or analytical”) Information processing Efficiency of strategies Sternberg expanded theory Successful intelligences Establish and achieve reasonable goals Optimize your strengths and minimize weaknesses Adapt to the environment Use all three components of intelligence

Sternberg’s Triarchic Theory of Intelligence Figure 9.3 Sternberg’s triarchic theory of intelligence

Figure 9.2 Sternberg’s triarchic theory of intelligence

Sternberg’s Triarchic Theory of Intelligence Table 9.1 Sternberg’s Triarchic Theory of Intelligence Examples

TABLE 9.2 Four theories of intelligence

The Infant Developmental Quotients (DQ) Bayley Scales: Ages 2-30 months Correlations with Child IQ – low to 0 Useful for diagnostic purposes *Best predictors From measures of information processing E.g., attention, speed of habituation, preference for novelty

The Child DQ does not predict later IQ IQ gains AGE OF CHILD CORREL-ATIONS WITH IQ AT AGE 9 CORREL-ATION WITH IQ AT AGE 12 4 .46 .42 7 .81 .69 9 ---- .80 DQ does not predict later IQ IQ gains Parents foster achievement Neither strict nor lax parenting IQ drops: Poverty Cumulative deficit hypothesis

The Adolescent Brain growth spurt at age 11/12 (puberty) Formal operational thinking Improved memory and processing skills Stability of IQ evident IQ score a good predictor of school achievement +.50 correlation between IQ score and grades Adolescents with high IQ less likely to drop out of high school and more likely to go to college

Flynn Effect Flynn effect Phenomenon over the 20th century, average IQ scores have increased in all countries studied In the U.S., increase is 3–4 IQ points per decade Children today are better educated Improved nutrition and living conditions

How 10 Environmental Risk Factors Affect IQ of Children at Age 4 Table 9.3 How 10 Environmental Risk Factors Affect IQ of Children at Age 4

Race and Ethnicity Most studies find racial and ethnic differences in IQ scores Group averages Why do the group differences exist? Bias in the tests Motivational factors Genetic differences among groups Environmental differences among groups

Race and Ethnicity Stereotype threat Fear that that one will be judged to have the qualities associated with negative stereotypes Figure 9.9 African American students perform poorly

The Adult Strong relationships between IQ and occupational prestige IQ and job performance IQ and good health/longevity

Intellectual disabilities Below-average intellectual functioning: IQ 70 Limited adaptive behavior: before age 18 Self-care and social skills Below age-appropriate expectations Causes Organic: e.g., Down syndrome Cultural-familial: genes & environment

Levels and Characteristics of Intellectual Disability Table 9.5 Levels and Characteristics of Intellectual Disability

The Dynamics of Intelligence

Creativity Creativity Ability to produce novel responses appropriate in context and valued by others Some have concerns about what is useful to others IQ scores and creativity scores do not correlate very well IQ tests measure convergent thinking Creativity requires divergent thinking

Fostering Creativity Creative individuals have: Talent and powerful motivation to develop talent Environments that recognize, value, and nurture their creative endeavors Parents can help foster creativity Give children freedom to explore Schools can help foster creativity Encourage idea generation, multiple correct answers, and elaboration of ideas

Potential for Wisdom Wisdom (Baltes) Constellation of rich factual knowledge about life combined with procedural knowledge such as strategies for giving advice and handling conflicts Wisdom (Sternberg) Someone who can combine successful intelligence with creativity to solve problems that require balancing multiple interests or perspectives

Creative Endeavors Creative production increases from the 20s to early 40s, then gradually declines Peak times of creativity vary from field to field Humanities scholars peak in their 60s Productivity in arts peaks in 30s and 40s Creative behavior is possible throughout life

Giftedness Giftedness High IQ or showing special abilities in areas valued in society Has been identified in early childhood Highly curious and motivated to learn Advanced language skills

Giftedness The Characteristics of Giftedness Scale Rapid learning Extensive vocabulary Good memory Long attention span Perfectionism Preference for older companions Excellent sense of humor Early interest in reading

Integrating Cognitive Perspectives Table 9.6 Comparison of Approaches to Intelligence