HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 1 Chapter 9 INTELLIGENCE Section 1: What Is Intelligence? Section 2: Measurement of Intelligence Section 3: Differences in Intelligence Section 4: What Influences Intelligence?

HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 2 Chapter 9 History of Intelligence Testing Ancient Chinese students 4000 years ago, during the Han Dynasty exams Sir Frances Galton Started with eugenics movement of Sir Frances Galton first cousin to Darwin Alfred Binet and Theodore Simon 1900’s Psychologist Alfred Binet and Theodore Simon Lewis M. Terman Later refined for American children by Lewis M. Terman became the Stanford-Binet Intelligence Test. Section 1: What Is Intelligence?

HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 3 Chapter 9 Any good psychology test must include: Standardization: Standardization: developing uniform procedures for administering and scoring a test and developing norms for the test Reliability: Reliability: measure of the consistency of a person’s test score. Validity: Validity: measures what it purports to measure Section 1: What Is Intelligence?

HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 4 Chapter 9 Question: How is intelligence defined, and what are the various theories of intelligence? DEFINITION OF INTELLIGENCE Intelligence Intelligence can be defined as the ability to learn from experience, to think rationally, and to deal effectively with others Achievement Achievement refers to the knowledge and skills gained from experience. Section 1: What Is Intelligence?

HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 5 Chapter 9

HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 6 Chapter 9 Question: How is intelligence defined, and what are the various theories of intelligence? THEORIES OF INTELLIGENCE Spearman’s Two-Factor Theory – suggests that people have general intelligence and specific intelligence Spearman’s Two-Factor Theory – suggests that people have general intelligence and specific intelligence Thurstone’s Theory of Primary Mental Abilities – suggests that eight separate factors make up intelligence Thurstone’s Theory of Primary Mental Abilities – suggests that eight separate factors make up intelligence Section 1: What Is Intelligence?

HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 7 Chapter 9 Question: How is intelligence defined, and what are the various theories of intelligence? Gardner’s Theory of Multiple Intelligence – believed that intelligence has a broader base and that people have several different kinds of intelligence Sternberg’s Triarchic Theory – argued that all intelligences work together in a way that can best be understood in a three-level model of intelligence Section 1: What Is Intelligence? THEORIES OF INTELLIGENCE (continued)

HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 8 Chapter 9 Question: How is intelligence defined, and what are the various theories of intelligence? Emotional Intelligence Dr. Daniel Goleman 1. Dr. Daniel Goleman (1995) wanted to know why smart people are not always as successful as might by expected. Emotional Intelligence 2. Emotional Intelligence (a) self-awareness (b) mood management (c) self-motivation (d) impulse control (e) people skills Section 1: What Is Intelligence?

HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 9 Chapter 9 Question: How do the various types of intelligence tests differ? INTELLIGENCE TEST DIFFERENCES The Stanford-Binet uses mental age and chronological age to compute IQ; the Wechsler scales compare answers to those of others in the same age group The Stanford-Binet measures verbal ability; the Wechsler scales measure verbal and performance skills Section 2: Measurement of Intelligence

HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 10 Chapter 9 Question: What are the characteristics of mental retardation and of giftedness? CHARACTERISTICS OF MENTAL RETARDATION Mild- may complete 6th grade academic work, may learn vocational skills and hold a job, may live independently as an adult Moderate – people with an IQ of between 35 and 49; can learn to speak, to feed and dress themselves, to take care of their own hygiene, and to work under supportive conditions, as in sheltered workshops Section 3: Differences in Intelligence

HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 11 Chapter 9 Question: What are the characteristics of mental retardation and of giftedness? Severe – IQ of – usually require constant supervision; may have some understanding of speech and may be able to respond; need continuous direction Profound – IQ’s below 20 – barely communicate; cannot feed or dress themselves and are dependent on other people for care throughout their lives Section 3: Differences in Intelligence CHARACTERISTICS OF MENTAL RETARDATION (continued)

HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 12 Chapter 9 Question: What are the characteristics of mental retardation and of giftedness? CHARACTERISTICS OF GIFTEDNESS Possess outstanding talent or to show potential for performing at remarkably high levels of accomplishment when compared to other people of the same age, experience, or environment Linked to creativity, which is the ability to invent new solutions to problems or to create original or ingenious materials Section 3: Differences in Intelligence

HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 13 Chapter 9 Question: How do heredity and environment influence intelligence? HEREDITY’S INFLUENCE Kinship studies – closely related people should be more alike in terms of IQ scores than distantly related or unrelated people Adoptee Studies – IQ scores are more like those of the biological parents than those of the adoptive parents Section 4: What Influences Intelligence?

HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 14 Chapter 9 Question: How do heredity and environment influence intelligence? ENVIRONMENTAL INFLUENCES For children, environmental factors that affect intelligence are home environment, parenting styles, and preschool programs For adults, factors include level of income, level of education, intact family life, attendance at cultural events, travel, reading, and a flexible personality Section 4: What Influences Intelligence?