1. Intelligence and Motivation Presented by Rachel Barnes, Ph.D. Presented by Rachel Barnes, Ph.D.

2. Definitions F Intelligence - A hypothetical mental ability that enables people to direct their thinking, adapt to their circumstances, and learn from their experiences. F Ratio IQ = Mental Age / Physical Age * 100 F Deviation IQ = Your score/ Average * 100 F Intelligence - A hypothetical mental ability that enables people to direct their thinking, adapt to their circumstances, and learn from their experiences. F Ratio IQ = Mental Age / Physical Age * 100 F Deviation IQ = Your score/ Average * 100

3. How do we get the number and what do we do with it? F Wechsler Intelligence Scales F Stanford Binet F These tests allow us to assess various abilities F Scores are based on comparison to peers with similar abilties F Certain patterns are common of certain disorders F Wechsler Intelligence Scales F Stanford Binet F These tests allow us to assess various abilities F Scores are based on comparison to peers with similar abilties F Certain patterns are common of certain disorders

4. And as usual, a debate F Two Factor Theory of Intelligence (Spearman) F g- general ability F s- specific skills F Every task requires a combination of these two F Primary Mental Abilities (Thurstone) F E.g., Word fluency, memory, reasoning F Crystallized vs. Fluid F Crystallized - accuracy and amount of info for processing F Fluid - ability to process information F Two Factor Theory of Intelligence (Spearman) F g- general ability F s- specific skills F Every task requires a combination of these two F Primary Mental Abilities (Thurstone) F E.g., Word fluency, memory, reasoning F Crystallized vs. Fluid F Crystallized - accuracy and amount of info for processing F Fluid - ability to process information

5. Definitions F Prodigy- person of normal IQ with extraordinary ability F Savant-Person of low intelligence with extraordinary ability F Prodigy- person of normal IQ with extraordinary ability F Savant-Person of low intelligence with extraordinary ability

6. So where do we get our “smarts”? F Heritablity coefficient - the amount of intelligence explained by genetics F Usually about.5 (or 50%) F Environment F Shared vs. nonshared F Applicable for all siblings, even twins F Ethnicity F Asians > Whites > Latinos > Blacks (what affects?) F Men v. Women? F These are the test scores, but what do they mean?? F Heritablity coefficient - the amount of intelligence explained by genetics F Usually about.5 (or 50%) F Environment F Shared vs. nonshared F Applicable for all siblings, even twins F Ethnicity F Asians > Whites > Latinos > Blacks (what affects?) F Men v. Women? F These are the test scores, but what do they mean??

7. Childhood to adulthood - does it stay the same? F Decreases over the lifespan F Increases among generations (our kids will probably be smarter than we are!) F Staying in school can increase IQ F Genes have been manipulated - “smart mice” F What manipulations might come next?? F Decreases over the lifespan F Increases among generations (our kids will probably be smarter than we are!) F Staying in school can increase IQ F Genes have been manipulated - “smart mice” F What manipulations might come next??

8. Motivation F Instincts and experience mix together F Homeostasis - we act to keep ourselves in a certain state F Drive - an internal state that is not physiologically optimal F Eating and appetite --> eating disorders F Sexual interest --> regulated by testosterone F Intrinsic v. Extrinsic F Instincts and experience mix together F Homeostasis - we act to keep ourselves in a certain state F Drive - an internal state that is not physiologically optimal F Eating and appetite --> eating disorders F Sexual interest --> regulated by testosterone F Intrinsic v. Extrinsic

9. Hierarchy of needs F http://soe.ucdavis.edu/ms0708/180sec1/aldricha/web/Teaching%20Philosophy%20- %20Maslow%27s%20Hierarchy.jpg

10. Motivation F Intrinsic vs. Extrinsic? F Conscious vs. Unconscious? F Intrinsic vs. Extrinsic? F Conscious vs. Unconscious?

11. What are your thoughts?  What are your general thoughts on using IQ for certain purposes?  Do you believe that there are other, better ways to measure IQ?  In terms of motivation, which of theories makes the most sense to what drives you?  Where would you place various elements of your life according to Maslow ’ s theory?  What are your general thoughts on using IQ for certain purposes?  Do you believe that there are other, better ways to measure IQ?  In terms of motivation, which of theories makes the most sense to what drives you?  Where would you place various elements of your life according to Maslow ’ s theory?

12. And for the rest of the week… F Please be sure to answer both discussion questions F This chapter is full of information that may be brand new to many of you - please check out the links in the following slide for further, simplified information F Keep up with the reading and email me questions and ideas as they come up F HAVE A GREAT WEEK! F Please be sure to answer both discussion questions F This chapter is full of information that may be brand new to many of you - please check out the links in the following slide for further, simplified information F Keep up with the reading and email me questions and ideas as they come up F HAVE A GREAT WEEK!

13. Additional resources F http://www.indiana.edu/~intell/ http://www.indiana.edu/~intell/ F http://changingminds.org/explanations/ theories/a_motivation.htm http://changingminds.org/explanations/ theories/a_motivation.htm F http://webspace.ship.edu/cgboer/maslo w.html F http://www.indiana.edu/~intell/ http://www.indiana.edu/~intell/ F http://changingminds.org/explanations/ theories/a_motivation.htm http://changingminds.org/explanations/ theories/a_motivation.htm F http://webspace.ship.edu/cgboer/maslo w.html