1. What makes us smart? Or not so smart?
Intelligence
What makes us smart?
Or not so smart?

2. How do we Assess Intelligence? use program 16
Alfred Binet set out to figure out a concept called a mental age (what a person of a particular age should know).
He discovered that by discovering someone’s mental age they can predict future performance (motivation?).
Hoped they could use test to the French educational system.

3. Lewis Terman Adapted Binet’s tests for use in the United States
The test reported intelligence as a calculated IQ score
Called the Stanford-Binet Intelligence Test

4. Terman and his IQ Test
Used Binet’s research to construct the modern day IQ test called the Stanford-Binet Test.
IQ=Mental age/Chronological age X 100.
A 8 year old has a mental age of 10, what is her IQ?
A 12 year old has the mental age of 9, what is his IQ?
A boy has the mental age of 10 and an IQ of 200, how old is he?

5. Theories of Intelligence
No one real definition
Fluid versus Crystallized Intelligence
4 main theoretical concepts of intelligence….

6. Psychometric Theories of Intelligence
Crystallized intelligence – The knowledge a person has acquired, plus the ability to access that knowledge
Fluid intelligence – The ability to see complex relationships and solve problems
Copyright © Allyn & Bacon 2007

7. Charles Spearman and his G factor crash course
Used factor analysis and discovered that what we see as many different skills is actually one General Intelligence.
If you are good at one subject you are usually good at many others.
Jack Bauer is good at torturing, bomb defusing, shooting, figuring out evil plots and saving the country (and he is good looking). Is there anything he cannot do?

8. Multiple Intelligences
Howard Gardner disagreed with Spearman’s g and instead came up with the concept of multiple intelligences.
He came up with the idea by studying savants (a condition where a person has limited mental ability but is exceptional in one area).example

9. Howard Gardner and Multiple Intelligences Battle of the Brains-50 min
Howard Gardner and Multiple Intelligences Battle of the Brains-50 min.questions in APSI folder
Gardner believed that there exists at least 7 different types of intelligences.
Linguistic
Logical-mathematical
Spatial
Musical
Body-kinesthetic
Intrapersonal
Interpersonal
Naturalist
SLIM BLIN

10. Robert Sternberg and his Triarchic Theory
Most commonly accepted theory today.
Three types of intelligence
Creative
Analytical
Practical

11. Practical Intelligence Social Intelligence
Speaks clearly and articulately
Is verbally fluent
Is knowledgeable about a particular field
Reads with high comprehension
Verbal Intelligence
© Helga Esteb/Shutterstock
Sees all aspects of a problem
Sizes up situations well
Makes good decisions
Poses problems in an optimal way
Practical Intelligence
© Peter Klaunzer/epa/Corbis
Accepts others for what they are
Has social conscience
Thinks before speaking and doing
Is sensitive to other people’s needs and desires
Social Intelligence
©Dominick Butzmann/Laif/Redux
The three well- known individuals shown here are prototype examples of verbal intelligence (Chelsea Handler), practical intelligence (Mark Zuckerberg), and social intelligence (George Clooney).
Evolution of Intelligence Testing
Basic Questions
Extremes of Intelligence
Heredity and Environment
New Directions
Key Concepts

12. Goleman and delayed gratification
Emotional Intelligence
Interpersonal and intrapersonal intelligences.
Maybe EQ is a better predictor for future success than IQ.defined w. examples
American examples

13. Normal Curve

14. Normal Curve

15. Normal Curve

16. Normal Curve

17. Normal Curve

18. Normal Curve

19. Normal Distribution
go back

20. Inherited reaction range84
117
127
Tom
Kimberly
Enriched
Jerome 84
103
Quality of
environment
(for realizing
intellectual
potential)
122
Susan
Chris
Average
Lee
Top row (left to right): © Rui Vale de Sousa/Shutterstock; © WoodyStock/Alamy; © R. Gino Santa Maria/Shutterstock. Middle row: © Luba V Nel/Shutterstock; © Corbis Cusp/Alamy; © Image Source/Alamy. Bottom row: © photobank.ch/ Shutterstock; © olly/Shutterstock; © swissmacky/Shutterstock. 66 97
125
Jack
Jill
Alice
Theorists use the term reaction range to refer to these genetically determinants of behavior.
According to the reaction-range model, children reared in high-quality environments that promote the development of intelligence should score near the top of their potential IQ range. Conversely, children reared under less ideal circumstances should score lower in their reaction range.
Deprived 55 70 85
100
115
130
145
IQ Scores
Inherited reaction range
Measured IQ, as shaped by interaction of heredity and environment
Evolution of Intelligence Testing
Basic Questions
Extremes of Intelligence
Heredity and Environment
New Directions
Key Concepts

21. How do we construct an Intelligence Test? crash course
Standardized: the questions have been piloted on similar populations and the scores fall on a normal distribution.
Reliable: Test-Retest, Split-halves Methods.
Validity: Content or Predictive (or Criterion/SAT or aptitude)

22. Types of Tests Aptitude Achievement Measure ability or potential.
Tests that measure what you have learned.

23. Does Intelligence Change Over Time?
By age 3, a child’s IQ can predict adolescent IQ scores.
Depends on the type of intelligence, crystallized or fluid.

24. Wechsler Tests
Wechsler Adult Intelligence Scale (WAIS) consists of 11 subtests and cues us in to strengths by using…..
Factor Analysis
WISC(Wechsler Intelligence Scale for Children)

26. go back

27. Intelligence Extremes
LOW
HIGH
Mental Retardation (IQ below 70)
Only about 1% of humans
More males than females
Studies have shown that they are well-adjusted
Some are more isolated, introverted, etc.

29. Brain Size and Intelligence Is there a link?
Small +.15 correlation between head size and intelligence scores (relative to body size).
Using an MRI we found +.44 correlation with brain size and IQ score.

30. Heritability
Khan Academy

31. Heritability

32. Heritability

33. Heritability

34. Heritability

35. Individual variation in corn plant heights within
each group (cause: genetic variation in the seeds)
SEED
SEED
Field A:
More fertile soil
Field B:
Less fertile soil
Genetics and between- group differences on a trait. Leon Kamin’s analogy shows how between-group differences on a trait (the average height of corn plants) could be due to environment, even if the trait is largely inherited. The same reasoning can be applied to ethnic group differences in average intelligence.
Differences in average corn plant height between groups
(cause: the soils in which the plants were grown)
Evolution of Intelligence Testing
Basic Questions
Extremes of Intelligence
Heredity and Environment
New Directions
Key Concepts

36. Heritability Conclusion? Nature vs. Nurture
Identical Twins reared apart have more similar IQ than Fraternal Twins reared together
Fraternal Twins reared together have more similar IQ than other types of siblings reared together.
Siblings reared together have more similar IQ than unrelated individuals reared together
Correlation between parent/child diminished amongst non-biological parent/child with age.
Conclusion?
Genetics and Environment play a factor
The extent to which each affects intelligence varies with individual situations

37. Average IQ using 1918 norms IQ scores (1995) Year 90
105
130
100
125 95
120 90
115
IQ scores (1995)
Average IQ using 1918 norms 85
110 80
105 75
100
Generational increases in measured IQ. IQ tests are renormed periodically so that the mean score remains at 100. However, research by James Flynn has demonstrated that performance on IQ tests around the world was increasing throughout most of the twentieth century. This graph traces the estimated increases in IQ in the United States from 1918 to In relation to the axis on the right, the graph shows how average IQ would have increased if IQ tests continued to use 1918 norms. In relation to the axis on the left, the graph shows how much lower the average IQ score would have been in earlier years if 1995 norms were used. The causes of the “Flynn effect” are unknown, but they have to involve environmental factors. 70 95
1910
1920
1930
1940
1950
1960
1970
1980
1990
2000
Year
Evolution of Intelligence Testing
Basic Questions
Extremes of Intelligence
Heredity and Environment
New Directions
Key Concepts

38. Socioeconomic Disadvantage
Stereotype Threat
example
Many social scientists argue that minority students’ IQ scores are depressed because these children tend to grow up in deprived environments that create a disadvantage— both in school and on IQ tests.
Claude Steele has argued that negative stereotypes of stigmatized groups’ intellectual abilities create feelings of vulnerability in the classroom. These feelings of stereotype threat can undermine group members’ performance on tests, as well as other measures of academic achievement.
Evolution of Intelligence Testing
Basic Questions
Extremes of Intelligence
Heredity and Environment
New Directions
Key Concepts

39. A three-ring conception of eminent giftedness
Exceptional
intelligence or
ability in specific
domain
Exceptional
commitment
(motivation)
A three-ring conception of eminent giftedness
Eminence
According to Renzulli (1986), high intelligence is only one of three requirements for achieving eminence. He proposes that a combination of exceptional ability, creativity, and motivation leads some people to make enduring contributions in their fields.
Exceptional
creativity
Evolution of Intelligence Testing
Basic Questions
Extremes of Intelligence
Heredity and Environment
New Directions
Key Concepts

40. CREATIVITY convergent.divergent thinking
Almost impossible to define.
Little correlation between creativity and intelligence.
Convergent Thinking versus Divergent Thinking

41. Divergent Thinking Convergent Thinking
used to solve problems that have multiple solutions
used to solve problems that have one solution
both are types of thinking used to solve problems / answer questions
How would you use both
to win a couples dance contest?
its use requires creativity or thinking “outside the box”
its use requires a narrow focus; the ability to correctly interpret the problem/question