1. Lecture 06 Genalin Lagman Taguiam Spring 2012-2013
Intelligence
Lecture 06
Genalin Lagman Taguiam
Spring

2. Course outcome
At the end of the week’s activity, the students should be able to:
Discuss assessment of intellectual abilities
Apply knowledge on psychological concepts in the care of patients;

3. Intelligence
The ability to learn about, learn from, understand and interact with one’s environment
Includes specific abilities
Adaptability to a new environment or to changes in the current environment
Capacity for knowledge and the ability to acquire it
Capacity for reason and abstract thought
Ability to comprehend relationships
Ability to evaluate and judge
Capacity for original and productive thought

4. Major Theories of Intelligence
General Intelligence
British psychologist Charles Spearman ( ) described a concept he referred to as general intelligence, or the g factor.
After using a technique known as factor analysis to examine a number of mental aptitude tests, Spearman concluded that scores on these tests were remarkably similar.
People who performed well on one cognitive test tended to perform well on other tests, while those who scored badly on one test tended to score badly on others.
He concluded that intelligence is general cognitive ability that could be measured and numerically expressed.

5. Major Theories of Intelligence
Primary Mental Abilities
Psychologist Louis L. Thurstone ( ) offered a differing theory of intelligence.
Instead of viewing intelligence as a single, general ability, Thurstone's theory focused on seven different "primary mental abilities.”
The abilities that he described were:
Verbal comprehension
Reasoning
Perceptual speed
Numerical ability
Word fluency
Associative memory
Spatial visualization

6. Major Theories of Intelligence
Multiple Intelligences
One of the more recent ideas to emerge is Howard Gardner's theory of multiple intelligences.
Instead of focusing on the analysis of test scores, Gardner proposed that numerical expressions of human intelligence are not a full and accurate depiction of people's abilities.
His theory describes eight distinct intelligences that are based on skills and abilities that are valued within different cultures.

7. Major Theories of Intelligence
Multiple Intelligences
The eight intelligences Gardner described are:
Visual-spatial Intelligence
Verbal-linguistic Intelligence
Bodily-kinesthetic Intelligence
Logical-mathematical Intelligence
Interpersonal Intelligence
Musical Intelligence
Intra personal Intelligence
Naturalistic Intelligence

9. Major Theories of Intelligence
Triarchic Theory of Intelligence:
Psychologist Robert Sternberg defined intelligence as "mental activity directed toward purposive adaptation to, selection and shaping of, real-world environments relevant to one’s life."
While he agreed with Gardner that intelligence is much broader than a single, general ability, he instead suggested some of Gardner's intelligences are better viewed as individual talents.

10. Major Theories of Intelligence
Triarchic Theory of Intelligence:
Sternberg proposed what he refers to as 'successful intelligence,' which is comprised of three different factors:
Analytical intelligence: This component refers to problem-solving abilities.
Creative intelligence: This aspect of intelligence involves the ability to deal with new situations using past experiences and current skills.
Practical intelligence: This element refers to the ability to adapt to a changing environment.

11. Measures of Intelligence
The Binet-Simon intelligence scale
developed by French psychologists Alfred Binet and Theodore Simon
administered to children to evaluate their performance (mental age) at a given chronological age. 
The mental age/chronological age measure, called a mental quotient, was used to evaluate a child's learning potential.

12. Measures of Intelligence
Lewis Terman of Stanford University revised the Binet scale in 1916.
The revised scale, called the Stanford- Binet intelligence scale
retained the concept of mental and chronological ages
introduced the concept of the intelligence quotient (IQ) arrived at by the following widely used formula
allows comparison between children of different ages.

13. Measures of Intelligence
The 1986 revision of the test, the latest of several, varies the calculation so that the test is useful for adults as well as for children.
An individual's score for correct answers is compared to a table of scores of test takers of the same age (with the average score always scaled to 100).

14. Measures of Intelligence
Scores between
90 and 110 are labeled as “normal,”
above 130 as “superior,”
below 70 as mentally deficient, or “retarded.”
The distribution of IQ scores approximates a normal (bell-shaped) curve. 

15. Measures of Intelligence
Tests of aptitude and achievement
Group tests (such as the College Aptitude Tests and the SAT, the Scholastic Assessment Test) are often used to measure:
aptitude, the capacity to learn (including both verbal and performance aptitudes) and 
achievement, what has been learned.

16. Ranges of Intelligence Scores
The two extremes of levels of intellectual functioning are known as developmentally disabled and gifted.
Those identified as mentally retarded (sometimes described as developmentally disabled) have IQ scores of 70 or below.
Severity of disability and corresponding IQ scores are
mild (50 to 70),
moderate (35 to 50),
severe (20 to 35), and
profound (below 20).

17. Ranges of Intelligence Scores
Some of the causes of mental retardation are known and include:
Down syndrome, a genetic disorder
phenylketonuria, a metabolic disorder; and
developmental disability due to anoxia (lack of oxygen) during gestation.

18. Ranges of Intelligence Scores
The gifted usually fall within the upper 2% to 3% of the IQ score distribution (between 130 and 145).
gifted children are generally superior to average-IQ peers in health, achievement, and adjustment to life stresses.
Currently, gifted children are identified not only by IQ but also by superior potential in any of six areas:
general intelligence, specific aptitudes (math, for example), creativity, leadership, performing arts, and athletics.

19. Nature vs. Nurture Nature
Both the quality and the quantity of our memory banks and our central processing unit, our cerebral cortex, depend on the genetic material passed on to us by our ancestors.
These essential components are part of the hardware of our brain and express themselves in the number and connectivity of our neurons.

20. Nature vs. Nurture Nurture
our environment can affect our intelligence.
Both our prenatal physiological development and our postnatal mental environment exert considerable influence on our intelligence.

21. Artificial Intelligence (AI)
the intelligence of machines and the branch of computer science which aims to create it,
through "the study and design of intelligent agents” or "rational agents",
where an intelligent agent is a system that perceives its environment and takes actions which maximize its chances of success.[
Achievements in artificial intelligence include constrained and well-defined problems such as games, crossword-solving and optical character recognition.
Among the traits that researchers hope machines will exhibit are reasoning, knowledge, planning, learning, communication, perception, and the ability to move and manipulate objects

22. References
Kalat, J. W. (2008). Introduction to Psychology 8th Edition. (pp ; ) USA: Thomson Learning, Inc
Smith, E., Nolen-Hoeksema, S., Fredrickson, B., & Loftus, G. (2003). Atkinson's and Hilgard's Introduction to Psychology 14th Edition. (pp ; ; ) Singapore: Thomson Learning.