Chapter 9 - Intelligence

SSPVB1: The student will analyze concepts related to the measurement and nature of intelligence. Objective: Define intelligence, and explain the various theories of intelligence.

Key Terms: achievement: knowledge and skills gained from experience; focuses on the things you know and can do. intelligence: the ability to learn from experience, to think rationally, and to deal effectively with the environment.

I. What is intelligence? A. Intelligence vs. Achievement 1. Intelligence is NOT achievement. a. Intelligence makes achievement possible. *gives us the ability to learn. b. Achievement is what we know and can do whereas intelligence is learning from experience, thinking rationally and dealing with our environment.

B. Spearman’s Two-Factor Theory 1. Charles Spearman a. All intelligent behavior has a common underlying factor called the “G” factor. b. The “G” factor refers to general intelligence. c. The “S” factor is the factor that accounts for particular or specific abilities.

C. Thurstone’s Theory of Primary Mental Abilities 1. Louis Thurstone believed that 9 separate factors make up intelligence: a. Visual/Spatial Ability: the ability to picture shapes and spatial relationships. b. Perceptual Speed: the ability to understand perceptual information rapidly and to see the similarities/differences between stimuli. c. Numerical Ability: the ability to calculate and recall numbers. d. Verbal Meaning: knowledge of the meanings of words.

e. Memory: the ability to recall information. f. Word Fluency: ability to think of words quickly for tasks like puzzles or rhyming. g. Deductive Reasoning: the ability to derive examples from general rules. h. Inductive Reasoning: ability to derive general rules from examples. 2. Believed people can be high in one factor and low in another.

D. Gardner’s Theory of Multiple Intelligences 1. Howard Gardner a. Believes intelligence has a broader base. b. Believes that there are 7 different kinds of intelligence in us: *linguistic *logical-mathematical *visual-spatial *body-kinesthetic *musical-rhythmic *interpersonal *intrapersonal 2. Believes that each kind of intelligence is based in different areas of the brain. 3. Difference between Gardner and Thurstone? *Thurstone believes that his 9 factors make up intelligence collectively while Gardner’s 7 intelligences are independent of each other.

E. Sternberg’s Triarchic Theory 1. Robert Sternberg believes that different kinds of intelligence work together. 2. Created a 3 level (triarchic) model of intelligence. a. Analytic intelligence: problem solving ability. b. Creative Intelligence: Ability to deal with new situations. c. Practical Intelligence: Ability to accomplish everyday tasks. 3. Often we use more than one at a time.

F. Emotional Intelligence 1. Daniel Goleman was interested as to why smart people are not always as successful as expected. a. Proposed the concept of emotional intelligence which is made up of 5 parts: *self-awareness – the ability to recognize our own feelings. *mood management – the ability to distract oneself from an uncomfortable feeling. *self-motivation – the ability to move ahead with confidence and enthusiasm.

*Impulse Control – the ability to delay pleasure until the task at hand has been completed. *People Skills – the ability to empathize, understand, communicate, and cooperate with others. G. Links Between Different Types of Intelligence 1. Studies have shown there are links between certain types of intelligence. Ex. Musical and spatial reasoning.

Chapter 9 Section 2

Objective: Identify the various types of intelligence tests, and describe their uses. Key Terms: Mental age : the level of intellectual functioning, which is compared to chronological age to give an I.Q. Intelligence Quotient(IQ): the ratio of mental age to chronological age multiplied by 100. reliability: the extent to which a test yields consistent results. Test-retest reliability: a method for determining the reliability of a test by comparing a test taker’s scores on the same test on separate occasions.

validity: the extent to which a test measures what it is supposed to measure. II. Measurement of Intelligence A. Types of intelligence tests: 1. Stanford-Binet Scale a. In the early 1900’s, French public schools were looking for a test to help identify children who were likely to need special education. b. Alfred Binet – designed the first modern intelligence test. *Gave a score called the subject’s mental age *Mental age shows the intellectual level at which the subject is functioning.

c. 1916 – Binet’s test is brought to the United States. *Revised by Louis Terman of Stanford University *As a result, the test became known as the Stanford-Binet Intelligence Scale(SBIS) d. Today, the test gives an IQ instead of just the taker’s mental age. *IQ- reflects the relationship between mental age and chronological age. *Average IQ is around 100.

2. The Wechsler Scales a. Devised by David Wechsler. b. Revised Wechsler Intelligence Scale(WISC-R) is most widely used in children and Wechsler Adult Intelligence Scale(WAIS-R) with adults. c. Made up of several subtests that\ measure a different intellectual skill. d. Test shows strengths and weaknesses as well as overall intellectual function.

e. Differs from the Stanford-Binet in a number of ways: *does not use the concept of mental age *measures both verbal and non verbal areas ;SB is strictly verbal. *Can be used to help identify specific learning disabilities. 3. Reliability and Validity a. Before being accepted, tests must be found to be both reliable and valid. b. Test Reliability refers to the test’s consistency. *If reliable, scores are highly similar each time it is used.

c. Test-Retest Reliability refers to how close a person’s scores are each time they take the same test. If they are close to identical, the test is reliable. d. Validity refers to whether the test measures what it is supposed to. *intelligence scores should predict school grades. 4. Problems with intelligence tests a. Tests of any kind are not perfect *Education or economic background can make a difference *Motivation to do well can also affect performance.

b. Cultural Bias *some tests might give an advantage to a particular socio cultural group. - These groups may be more familiar with words and concepts used on an everyday basis. - Questions might be biased toward certain problem solving methods. c. The challenge is to make an assessment that tests the appropriate skills with no bias.

Chapter 9 Section 3

Objective: Identify the characteristics of intellectual disability and giftedness, and explain the relationship between giftedness and creativity. Key Terms: intellectual disability: intellectual functioning that is below average, as indicated by an intelligence score at or below 70. gifted: term used to describe children with IQ scores above 130 or with outstanding talent for performing at much higher levels than others of the same age and background. creativity: the ability to invent new solutions to problems or to create original or ingenious materials.

III. Differences in Intelligence A. Intellectual Disability 1. IQ is one of several factors/indicators of disability. Other factors include: a. problems in communication b. taking care of oneself c. social skills d. use of leisure time e. travel in the community f. self-direction g. personal hygiene h. vocational training

2. The extent of these issues also factors into determining the level of disability: a. mild disability: *IQ range 50-70 *No outward evidence of disability *most people can learn to read and do math *can take care of themselves *can hold jobs b. moderate disability: *IQ range 35-49 *can learn to speak, feed and dress themselves *take care of their own hygiene *can work under supportive conditions *do not normally learn to read or do math *Children with Down Syndrome usually fall in this category.

c. severe disability: *IQ range 20-34 *require constant supervision *can perform daily routines and repetitive activities *need continuing direction in a protective environment d. profound disability: *IQ range below 20 *barely communicate *may show basic emotional responses *cannot feed or dress themselves *dependent on others for care their entire lives

3. Causes: a. accidents that result in brain damage b. difficulties during childbirth c. alcohol/drug abuse during pregnancy d. malnourishment during pregnancy e. genetic disorders/abnormalities B. Giftedness 1. Technical definition is persons with an IQ of 130 or above 2. Someone who has outstanding talent or can outperform people of the same age, experience, or environment are also considered gifted.

3. Giftedness can be in a variety of areas aside from IQ. Ex. leadership, creativity, visual/performing arts C. Creativity 1. While creativity may be part of giftedness, a person can be creative without being gifted. 2. In some cases, a person with substantially below average IQ can be highly creative in a particular field. *these people are called savants

Chapter 9 Section 4

Objective: Explain how heredity and the environment influence intelligence. Key Term: heritability: the extent to which variations in a trait from person to person can be explained by genetics.

IV. What influences intelligence? A. Genetic influences on intelligence – researchers have used 2 types of studies to determine the heritability of intelligence: 1. kinship studies: study of related people. a. The more closely related, the more alike IQ scores should be. *identical twins should be most alike since they share identical genetic makeup b. The more distantly related, the weaker the similarity c. Conclusion: Genes do play some role in intelligence. d. Heritability is roughly 50%

2. adoptee studies a. Compares IQ scores of adopted children with those of their biological parents as well as their adopted parents. b. Most studies have found that the children’s scores are most like their biological parents than their adopted

B. Environmental Influences on Intelligence 1. Home and Parenting – research has shown the following factors contribute to high levels of intellectual functioning in children: a. Parents are emotionally and verbally responsive to child’s needs. b. Parents provide enjoyable and educational toys c. Parents are involved in child’s activities d. Parents provide varied daily experiences during preschool years e. home environment is organized and safe f. Parents encourage children to be independent

2. Preschool a. Some programs such as Head Start, have been shown to increase IQ, achievement test scores, and academic skills. b. Graduates of these programs are less likely to repeat a grade or be placed in classes for slow learners. c. More likely to finish high school, attend college, and earn high incomes. C. Adults and Intelligence 1. Studies show some drop off in intelligence as people age. a. This is most notable on timed tests.

2. Some changes are biological in nature 3. Several environmental factors have also been linked: a. level of income b. level of education c. history of stimulating jobs d. intact family life e. attendance at cultural events, travel, and reading. f. Married to a spouse with a high level of intellectual functioning. g. a flexible personality