1. Unit 11: Intelligence (Cognition)
CHS AP Psychology
Unit 11: Intelligence (Cognition)
Essential Task 11.2: Compare and contrast historic and contemporary theories of intelligence with specific attention to general intelligence, triarchic theory, crystallized/fluid intelligence, multiple intelligences, emotional intelligence. 
Logo Green is R=8 G=138 B= Blue is R= 0 G=110 B=184
Border Grey is R=74 G=69 B=64

2. General Intelligence Theorist: Charles Spearman (1904)
Also called g factor
According to Spearman, this g factor was responsible for overall performance on mental ability tests.

3. General Intelligence
How did he prove it? Spearman used factor analysis to find correlations among tests of different cognitive tasks.
Technical definition: The g factor is a variable that summarizes positive correlations among different cognitive tasks, reflecting the fact that an individual's performance at one type of cognitive task tends to be comparable to his or her performance at other kinds of cognitive tasks.
Huh? If you are good at an intelligent task, you will be good at many things.

4. Triarchic theory (Also known as Sternberg’s Three Intelligences)
Theorist – Robert J. Sternberg (1985)
More of a cognitive look at intelligence rather than a psychometric focus.
Sternberg’s theory of intelligence is made up of three parts
Analytic
Creative
Practical

5. Triarchic Theory: Analytic
Academic problem solving skills
similar to the standard psychometric definition of intelligence
e.g. as measured by Academic problem solving: analogies and puzzles, and corresponds to his earlier componential intelligence.
Sternberg considers this reflects how an individual relates to his internal world.

6. Triarchic Theory: Creative
insights, synthesis and the ability to react to novel situations and stimuli.
Sternberg considers this the Experiential aspect of intelligence and reflects how an individual connects the internal world to external reality.

7. Triarchic Theory: Practical Intelligence
(a) adaptation to the environment in order to have goals met
(b) changing the environment in order to have goals met
(c) or, if (a) and (b) don't work moving to a new environment In which goals can be met
 People with this type of intelligence can adapt to, or shape their environment.

8. Crystallized vs. Fluid Intelligence
Theorist: R. B. Cattell (1971)
Identified two clusters of mental abilities
Crystallized intelligence one’s lifetime of intellectual achievement, as demonstrated largely through one's vocabulary and general knowledge
Fluid intelligence the capacity to think logically and solve problems in novel situations, independent of acquired knowledge.
Crystalized intelligence increases with age while fluid intelligence decreases in old age.

9. Multiple Intelligences
Theorist: Howard Gardner – 1980s
the extent to which humans possess different kinds of minds and therefore learn, remember, perform, and understand in different ways
8 Intelligences

10. Multiple Intelligences
1. Naturalist Intelligence (“Nature Smart”)
2. Musical Intelligence (“Musical Smart”)
3. Logical-Mathematical Intelligence (Number/Reasoning Smart)
4. Interpersonal Intelligence (People Smart”)
5. Bodily-Kinesthetic Intelligence (“Body Smart”)
6. Linguistic Intelligence (Word Smart)
7. Intra-personal Intelligence (Self Smart”)
8. Spatial Intelligence (“Picture Smart”)

12. What are your intelligences. Let’s find out
What are your intelligences? Let’s find out! Complete a Multiple Intelligences Survey

13. Assessing Intelligence
Psychologists define intelligence testing as “a method for assessing an individual’s mental aptitudes and comparing them with others using numerical scores.”
Preview Question 6: When and why were intelligence tests created?

14. WAIS
WAIS (Weschler Adult Intelligence Scale) measures overall intelligence and 11 other aspects related to intelligence that are designed to assess clinical and educational problems.

15. Principles of Test Construction
For a psychological test to be acceptable it must fulfill the following three criteria:
Standardization
Reliability
Validity
Preview Question 7: What’s the difference between aptitude and achievement tests, and how can we develop and evaluate them?

16. Standardization
Standardizing a test involves administering the test to a representative sample of future test takers in order to establish a basis for meaningful comparison.

17. Normal Curve
Standardized tests establish a normal distribution of scores on a tested population in a bell-shaped pattern called the normal curve.

18. Reliability
A test is reliable when it yields consistent results. To establish reliability researchers establish different procedures:
Split-half Reliability: Dividing the test into two equal halves and assessing how consistent the scores are.
Test-Retest Reliability: Using the same test on two occasions to measure consistency.
Preview Question 8: How stable are intelligence scores over the life span?

19. Validity
Reliability of a test does not ensure validity. Validity of a test refers to what the test is supposed to measure or predict.
Content Validity: Refers to the extent a test measures a particular behavior or trait.
Predictive Validity: Refers to the function of a test in predicting a particular behavior or trait.

20. Extremes of Intelligence
A valid intelligence test divides two groups of people into two extremes: the mentally retarded (IQ 70) and individuals with high intelligence (IQ 135). These two groups are significantly different.
Preview Question 9: What are the traits of those at the low and high intelligence extremes?
Intellectual Disability

21. High Intelligence
Contrary to popular belief, people with high intelligence test scores tend to be healthy, well adjusted, and unusually successful academically.

22. Intellectual Disability
Individuals who have an intellectual disability required constant supervision a few decades ago, but with a supportive family environment and special education they can now care for themselves.
AN INTELLECTUAL DISABILITY
Intellectual Disability

23. Flynn Effect
In the past 60 years, intelligence scores have risen steadily by an average of 27 points. This phenomenon is known as the Flynn effect.

25. HISTORICAL OVERVIEW of Emotional Intelligence
1990 – Salovey & Mayer coin term “emotional intelligence
“it is an intelligence that involves the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them, and to use this information to guide one’s thinking and action.”
Daniel Goleman publishes “Emotional Intelligence.”

26. GOLMAN’S THEORY THE BRAIN HAS EMOTIONAL ARCHITECTURE
Limbic structures generate feelings & emotions
Reptilian brain downshift
as the amygdala performs
“neural hijacking”

27. COMPONENTS OF E.I. Self-Awareness Self-Management or trustworthiness
Motivation or resilience
Empathy or recognizing emotions in others
Social skills or handling relationships

28. COMPONENTS OF E. I. FIRST THREE ARE PERSONAL LAST TWO ARE SOCIAL
SELF-AWARENESS
SELF-REGULATION
MOTIVATION
LAST TWO ARE SOCIAL
EMPATHY
SOCIAL SKILL

29. SELF-AWARENESS
“THE ABILITY TO RECOGNIZE AND UNDERSTAND YOUR MOODS, EMOTIONS, AND DRIVES, AS WELL AS THEIR EFFECTS ON OTHERS
Do I know how I’m
coming off in this
situation?

30. SELF-REGULATION
“THE ABILITY TO CONTROL OR REDIRECT DISRUPTING IMPULSES AND MOODS OR THE ABILITY TO SUSPEND JUDGMENT TO THINK BEFORE ACTING.”

31. SELF-REGULATION ABILITY TO RELAX MANAGE STRESS CONTROL MOODS
RECOVER FROM EMOTIONAL UPSET MORE QUICKLY
EMPLOY THE 6 SECOND PAUSE

32. SELF-REGULATION PEOPLE WHO SELF-REGULATE
CREATE AN ATMOSPHERE OF TRUST AND FAIRNESS
REDUCE EMOTIONAL REACTIVITY IN ENVIRONMENT

33. MOTIVATION
“A PASSION TO WORK FOR REASONS THAT GO BEYOND MONEY OR STATUS”
JOB CAPABILITIES
Achievement drive
Commitment
Initiative
Optimism

35. EMPATHY
“THE ABILITY TO UNDERSTAND THE EMOTIONAL MAKE-UP OF OTHER PEOPLE.”

36. EMPATHY Qualities: ABILITY TO TAKE OTHER’S PERSPECTIVE CARING ATTITUDE
CAN BETTER READ VERBAL & NONVERBAL CUES
ATTUNED TO NEEDS & EMOTIONS OF OTHERS

37. EMPATHY EMPATHY BUILDS ON SELF-AWARENESS.
THE MORE OPEN WE ARE TO OUR OWN EMOTIONS, THE MORE SKILLED WE ARE IN READING OTHERS’ EMOTIONS

38. SOCIAL SKILLS
“PROFICIENCY IN MANAGING RELATIONSHIPS AND BUILDING NETWORKS.”
Using your empathetic knowledge

39. ASSESSMENT INSTRUMENTS
Work Profile Questionnaire—E I Version
Emotional Competence Inventory 360
Emotional Intelligence Appraisal
Baron Emotional Quotient Inventory
Mayer-Salovey-Caruso-EI Test

40. What is your Emotional Quotient?
Let’s find out!