1. intelligence The Concept of Intelligence
Controversies and Group Comparisons
The Development of Intelligence
The Extremes of Intelligence and Creativity
intelligence

2. What Is Intelligence? Similar to thinking and memory skills.
The Concept of Intelligence
What Is Intelligence?
Similar to thinking and memory skills.
Cannot be directly measured.
Ability to solve problems; adapt to and learn from everyday experiences.
Individual differences are stable, consistent.

3. Intelligence Tests The Binet Test: Mental age (MA)-
The Concept of Intelligence
Intelligence Tests
The Binet Test:
Mental age (MA)-
Individual’s level of mental development relative to others.
Chronological age (CA)-
Age from birth.
Intelligence quotient (IQ)-
Individual’s MA divided CA, multiplied by 100.

4. The Normal Curve and Stanford-Binet IQ Scores
The Concept of Intelligence
The Normal Curve and Stanford-Binet IQ Scores

5. The Wechsler Scales WAIS-IV — For adults. WISC-IV — For children.
The Concept of Intelligence
The Wechsler Scales
WAIS-IV — For adults.
WISC-IV — For children.
Provides overall IQ
Measures verbal IQ
Six verbal subscales
Measures performance IQ
Five performance subscales

6. The Use and Misuse of Intelligence Tests
The Concept of Intelligence
The Use and Misuse of Intelligence Tests
Intelligence tests:
Tools dependant upon user skill and knowledge.
Substantially correlated with school performance.
Moderately correlated with work performance; correlation decreases as experience increases.
IQ tests can easily lead to false expectations and generalizations; self-fulfilling prophecies.
Measures only current performance.

7. Theories of Multiple Intelligences
The Concept of Intelligence
Theories of Multiple Intelligences
Controversy over breaking intelligence down into multiple abilities:
Spearman’s Two-Factor Theory:
Factor analysis correlates test scores into clusters or factors.
Thurstone’s Multiple-Factor Theory:
Seven abilities.
Gardner’s Theory of Multiple Intelligences:
Certain cognitive abilities can survive brain damage.

8. Theories of Multiple Intelligences
The Concept of Intelligence
Theories of Multiple Intelligences
Two-factor theory
Individuals have both general intelligence and specific intelligences.
Multiple-factor theory
Intelligence is seven primary mental abilities:
1) Verbal comprehension 2) Word fluency
3) Number ability 4) Spatial visualization
5) Associative memory 6) Reasoning
7) Perceptual speed.
Gardner’s Theory
Eight types of intelligence: )Verbal 2)Math 3)Spatial 4)Interpersonal 5)Bodily-kinesthetic 6)Musical 7)Intrapersonal 8)Naturalist skills

9. Multiple Intelligences in the Classroom
The Concept of Intelligence
Multiple Intelligences in the Classroom
Allow students to discover and explore domains in which they have natural curiosity and talent.
Attention given to understanding oneself and others.

10. Sternberg’s Triarchic Theory
The Concept of Intelligence
Sternberg’s Triarchic Theory
Three main types of intelligence:
Analytic
Creative
Practical
Concerns about Traditional Classroom:
Analytic ability favored in conventional schools.
Creative students may be reprimanded or marked down for nonconformist answers.
Practical students may do better outside school.

11. Emotional Intelligence
The Concept of Intelligence
Emotional Intelligence
Perceive and express emotions accurately and adaptively.
Four aspects:
Perceiving and expressing emotions.
Understanding emotions.
Facilitating thought and affect of moods.
Managing emotions.

12. Comparing the Intelligences
The Concept of Intelligence
Comparing the Intelligences

13. The Influence of Heredity and Environment
The Concept of Intelligence
The Influence of Heredity and Environment
Controversies and Group Comparisons:
Genetic Influences
Adoption studies-
Educational levels of biological parents better predictor of IQ.
Heritability
Influence increases in aging.
Environmental Influences:
Modifications in environment can change IQ scores considerably; very complex-
Socioeconomic status
Parent communication
Schooling
Flynn Effect:
Intelligence test scores increase each year around the world; effects of technology?

14. Group Comparisons and Issues
The Concept of Intelligence
Group Comparisons and Issues
Cross-cultural comparisons problematic:
Different cultures define intelligence differently
Practical and academic intelligence can develop independently
Predictive validity affected by ethnicity
Cultural bias in testing:
Culture-fair tests:
Intelligence tests intended not to be culturally biased
The Bell Curve:
African American students average lower intelligence test scores than White students.
Individual scores vary considerably

15. Ethnic and Gender Comparisons
Stereotype threat:
Fear of confirming negative stereotypes raises anxiety in testing-
Some studies confirm existence
Others believe stereotype threat is exaggerated to explain gap
Gender differences in intellectual abilities:
Males more likely to have extremely high or low scores; controversy over gender differences.

16. Tests of Infant Intelligence
The Development of Intelligence
Tests of Infant Intelligence
Gesell:
Distinguishes normal from abnormal infants
Four categories of behavior-
Motor
Language
Adaptive
Personal-social
Combined overall score is developmental
quotient (DQ)

17. Tests of Infant Intelligence
The Development of Intelligence
Tests of Infant Intelligence
Bayley Scales of Infant Development:
Three components-
Mental scale
Motor scale
Infant behavior profile
Diagnoses developmental delays
Overall scores do not correlate highly with
IQ scores obtained later in childhood

18. Tests of Infant Intelligence
The Development of Intelligence
Tests of Infant Intelligence
Fagan Test of Infant Intelligence:
Increasingly being used
Focuses on infant’s ability to process information
Obtains similar results cross-culturally
Correlated with measures of intelligence in older children

19. Stability and Change in Intelligence through Adolescence
The Development of Intelligence
Stability and Change in Intelligence through Adolescence
Group scores remain stable:
Strong relation between IQ scores obtained at ages 6, 8, and 9 and IQ scores obtained at 10.
Correlation between IQ in preadolescent years and 18 still statistically significant.
Individual scores vary more:
Children are adaptive
IQ scores fluctuate dramatically in childhood

20. Intelligence in Adulthood
The Development of Intelligence
Intelligence in Adulthood
Fluid and Crystallized Intelligence:
Crystallized intelligence-
Accumulated information and verbal skills, which increase with age.
Fluid intelligence-
Ability to reason abstractly, which steadily declines from middle adulthood on.

21. Fluid and Crystallized Intellectual Development Across the Life Span
The Development of Intelligence
Fluid and Crystallized Intellectual Development Across the Life Span

22. Longitudinal Changes in Six Intellectual Abilities
The Development of Intelligence
Longitudinal Changes in Six Intellectual Abilities

23. Cognitive Functioning
The Development of Intelligence
Cognitive Functioning
Cognitive Mechanics:
Hardware of the mind
Speed and accuracy of processes involved in sensory input, attention, memory, organizing, and discrimination
Strong influence of biology and heredity
Declines with age
Cognitive Pragmatics:
Culture-based software of the mind
Skills include:
Reading and writing skills
Language comprehension
Educational qualifications
Professional skills
Knowledge about self and life skills
Can improve with aging

24. Mental Retardation Condition of limited mental ability:
The Extremes of Intelligence and Creativity
Mental Retardation
Condition of limited mental ability:
Low IQ on traditional test of intelligence
Difficulty adapting to everyday life
Onset of characteristics by age 18
Range of impairments vary

25. The Extremes of Intelligence and Creativity
Giftedness
Above-average intelligence; IQ averaged 150 on Stanford-Binet-
Precocity
March to their own drummer
Passion to master
Intelligence and creativity not same thing; most creative people are quite intelligent but reverse not necessarily true

26. Creative Thinking Creativity Convergent thinking Divergent thinking
The Extremes of Intelligence and Creativity
Creative Thinking
Divergent thinking
Convergent thinking
Creativity
Produces many answers to the
same question and is characteristic
of creativity
Gives one correct answer; is characteristic of thinking tested by standardized intelligence tests
Ability to think in novel and unusual ways and come up with unique
solutions to problems

27. Creative Thinkers Characteristics: Flexibility and playful thinking
The Extremes of Intelligence and Creativity
Creative Thinkers
Characteristics:
Flexibility and playful thinking
Brainstorming
Inner motivation
Willingness to risk
Objective evaluation of work
Changes in Adulthood:
Individuals’ most creative products were generated in their thirties
80% of most important creative contributions completed by age 50
Researchers found creativity often peaks in forties before declining
Age of decline varies by domain

28. Living a More Creative Life
The Extremes of Intelligence and Creativity
Living a More Creative Life
Try to be surprised by something every day
Try to surprise at least one person every day
Write down the surprises of each day
Follow sparked interests
Wake up in the morning with a specific goal
Take charge of your schedule
Spend time in stimulating settings