INTELLIGENCE What is it?

Intelligence vs. Achievement  Achievement-knowledge or skills acquired through experience  Involve specific content  Intelligence -the ability to learn from experience  To think rationally  To deal effectively with others  Can be the basis for achievement

Charles Spearman  Theory from the beginning of the 20 th century theory  g factor of intelligence underlies all intellectual abilities  Reason and solve problems  s factors contribute to specific abilities

Howard Gardner  Theory of multiple intelligence  Verbal linguistic  Visual-spatial  Logical- Mathematical  Bodily-kinesthetic  Musical-rhythmic  Interpersonal  Intrapersonal  Naturalistic  existential

Robert Sternberg  Analytical intelligence  Academic work  Creative intelligence  Artistic & imaginative  Practical intelligence  Street smarts

Emotional Intelligence  Daniel Goleman  Self-awareness  Mood management  Self-motivation  Impulse control  People skills

Intelligence Quotient (IQ)  Alfred Binet, 1905 –French psychologist  Mental Age (MA) vs. Chronolgical Age (CA)  Today’s Stanford-Binet Intelligence Scale (SBIS) test provides an IQ, not an MA  IQ score is a transformed score – a score that has been converted from a raw score in a systematic way

Wechlser Adult Intelligence scale  WAIS-R  Most commonly used test today  Divided into verbal and performance subtests  Reveals strengths, weaknesses & overall intellectual functioning

Stanford-Binet vs. Wechsler  Measures verbal ability  Good predictor of school achievement  Do not use the concept of MA  Use the term IQ  Measure verbal & non- verbal ability  Used to identify disabilities  Compared with others of the same age SBISWAIS-R

Validity & Reliability  Intelligence test must be reliable & valid to be accepted by psychologists  Reliability –consistency of test  Gives highly similar scores each time it is taken  Same score for a person each time they take a test  Validity  Measures what is supposed to measure  Intelligence tests should predict school performance

Problems with Intelligence Testing  Education & economic background can make a pt. difference  Motivation contributes to success  Cultural bias  Interpret questions differently than expected by designers of the test

IQ Bell Curve

What influences intelligence?  Environment & genetics  How to test which is more influential  Heritability The extent to which variations in a trait from person to person can be explained by genetic factors  Adoptee Studies Most children have IQs similar to adoptive parents, not birth  Kinship studies Identical twins, even those reared apart have similar scores

High IQ >120 related to:  Parents are emotionally & verbally responsive  Children are given enjoyable, but educational toys  Parents are involved in children’s activities  Varied daily experiences during preschool years  Home environment is organized and safe  Children are encouraged to do problem solving

Adult IQ maintenance  Level of income  Stimulating work experience  Marriage to spouse with a high IQ  Flexible personality  Good general health in adult years