1. LIFE-SPAN DEVELOPMENT8
A Topical Approach to
LIFE-SPAN DEVELOPMENT
Intelligence
John W. Santrock

2. Intelligence The Concept of Intelligence
Controversies and Group Comparisons
The Development of Intelligence
The Extremes of Intelligence

3. 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

4. Intelligence Tests The Binet Tests
The Concept of Intelligence
Intelligence Tests
The Binet Tests
Mental age (MA) — individual’s level of mental development relative to others
Intelligence quotient (IQ) — individual’s mental age divided by chronological age, multiplied by 100
Normal distribution — symmetrical distribution of scores around a mean

5. The Normal Curve and Stanford-Binet IQ Scores
The Concept of Intelligence
The Normal Curve and Stanford-Binet IQ Scores
Fig. 8.1

6. The Wechsler Scales Overall IQ Verbal IQ Performance IQ
The Concept of Intelligence
The Wechsler Scales
Overall IQ
Verbal IQ
Six verbal subscales
Performance IQ
Five performance subscales

7. The Concept of Intelligence
Group Tests
Stanford-Binet and Wechsler tests are individually administered
Requires extensive information outside testing situation
More convenient and economical than individual tests, but examiner cannot
Establish rapport
Determine level of anxiety

8. The Use and Misuse of Intelligence Tests
The Concept of Intelligence
The Use and Misuse of Intelligence Tests
Intelligence tests:
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 about individuals
Other factors also affect success

9. 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

10. Theories of Multiple Intelligences
The Concept of Intelligence
Theories of Multiple Intelligences
Two-factor theory
Spearman’s theory that individuals have both general intelligence and specific intelligences
Multiple-factor theory
Intelligence is seven primary mental abilities: verbal comprehension, word fluency, number ability, spatial visualization, associative memory, reasoning, perceptual speed
Gardner’s Theory
Eight types of intelligence: verbal, math, spatial, interpersonal, bodily-kinesthetic, musical, intrapersonal, and naturalist skills

11. 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

12. Sternberg’s Triarchic Theory
The Concept of Intelligence
Sternberg’s Triarchic Theory
Three main types of intelligence
Analytic
Creative
Practical
Assessing Sternberg Triarchic Ability Theory (STAT)
Effective in predicting college GPA
More research needed

13. Triarchic Theory in the Classroom
The Concept of Intelligence
Triarchic Theory in the 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

14. Emotional Intelligence
The Concept of Intelligence
Emotional Intelligence
Perceive and express emotions accurately and adaptively
Four aspects
Perceiving emotions
Understanding emotions
Facilitating thought
Managing emotions

15. Comparing the Intelligences
The Concept of Intelligence
Comparing the Intelligences
Fig. 8.3

16. Do People Have One or Many Intelligences?
The Concept of Intelligence
Do People Have One or Many Intelligences?
Many argue research base to support theories not yet developed
Some say Gardner’s classification seems arbitrary
Some experts who argue for general intelligence believe individuals also have specific intellectual abilities

17. The Influence of Heredity and Environment
The Concept of Intelligence
The Influence of Heredity and Environment
Genetic Influences
Jensen argued heredity; studies of twins
Adoption studies: educational levels of biological parents better predictor of IQ
Heritability: fraction of variance in IQ in a population that is attributed to genetics

18. The Influence of Heredity and Environment
The Concept of Intelligence
The Influence of Heredity and Environment
Environmental Influences
Modifications in environment can change IQ scores considerably
Parent communication
Schooling
Intelligence test scores increase each year around the world
Flynn effect

19. 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
Cultural bias in testing
Culture-fair tests: intelligence tests intended not to be culturally biased

20. Ethnic Comparisons The Bell Curve
African Americans students average lower intelligence test scores than White students
Individual scores vary considerably
SES may have more effect than ethnicity; gap narrows in college

21. 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

22. 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)

23. 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

24. 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

25. 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
As much as 40 points in one study

26. 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
Cross-sectional, longitudinal, and cohort testing

27. Fluid and Crystallized Intellectual Development Across the Life Span
The Development of Intelligence
Fluid and Crystallized Intellectual Development Across the Life Span
Fig. 8.7

28. The Seattle Longitudinal Study
The Development of Intelligence
The Seattle Longitudinal Study
Spatial orientation
Inductive reasoning
Perceptual speed
Since 1956, studied
Vocabulary
Verbal memory
Number computations
Criticism: intellectual abilities more likely to decline in cross-sectional rather than longitudinal assessments

29. Longitudinal Changes in Six Intellectual Abilities
The Development of Intelligence
Longitudinal Changes in Six Intellectual Abilities
Fig. 8.8

30. Cross-Sectional and Longitudinal Comparisons of Intellectual Change
The Development of Intelligence
Cross-Sectional and Longitudinal Comparisons of Intellectual Change
Fig. 8.9

31. Cognitive Mechanics Hardware of the mind
The Development of Intelligence
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
Decline with age

32. Cognitive Pragmatics Culture-based software of the mind Skills include
The Development of Intelligence
Cognitive Pragmatics
Culture-based software of the mind
Skills include
Reading and writing
Language comprehension
Educational qualifications
Professional skills
Knowledge about self and life skills
Can improve with aging

33. The Development of Intelligence
Wisdom
Expert knowledge on practical aspects of life permitting excellent judgment about important matters
High levels of wisdom are rare
Emerges late adolescence and early adulthood
Factors other than age are critical
Personality-related factors better predictors of
wisdom

34. 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
Some causes include
Organic retardation
Cultural-familial retardation
Brain damage due to accident

35. Classification of Mental Retardation based on IQ
The Extremes of Intelligence and Creativity
Classification of Mental Retardation based on IQ
Fig. 8.11

36. 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

37. 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

38. Steps in the Creative Process
The Extremes of Intelligence and Creativity
Steps in the Creative Process
Preparation
Incubation
Insight
Evaluation
Elaboration
Not all creative people follow in linear sequence

39. Characteristics of Creative Thinkers
The Extremes of Intelligence and Creativity
Characteristics of Creative Thinkers
Flexibility and playful thinking
Inner motivation
Willingness to risk
Objective evaluation of work

40. The Extremes of Intelligence and Creativity
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

41. 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 each day what surprised you and how you surprised others
When something sparks your interest, follow it
Wake up in the morning with a specific goal
Take charge of your schedule
Spend time in stimulating settings

42. 8
The End