1. Intelligence
Miss. Stone

2. Q. What does it mean to be intelligent in our society?
Q. What abilities do schools value and promote?
Q. How do we measure a person’s intelligence?

3. Intelligence is: ‘the cognitive ability of an individual to learn from experience, to reason well, to remember important information, and to cope with the demands of daily living.’ (Sternberg 1985)

4. Activity
Activity 1 from spiral book pg 129

5. William Stern defines intelligence as ‘a general capacity of an individual consciously to adjust his thinking to new requirements,...a general mental adaptability to new problems and conditions of life.’
Intelligent quotient (IQ): Involves dividing a child's measured mental age by their chronological age to achieve a relative intelligence score.
The first psychologist we will look at is William Stern.
He used IQ to measure a persons intelligence.
- We are going to now go through some sample IQ questions that show a range that would be on an IQ test.

6. Find two words, one from each group, that are closest in meaning
Find two words, one from each group, that are closest in meaning. Group A Group B raise top floor elevate stairs basement

7. Answer
Answer: Raise and elevate

8. Which number should come next in this series? 3,5,8,13,21, A. 4 B. 21 C. 3 D. 34

9. Answer
Answer: D

10. Which diagram results from folding the diagram on the left?

11. Answer
Answer: A

12. Which of the following figures is the odd one out?

13. Answer
Answer: C

14. Which word does not belong. apple, marmalade, orange, cherry, grape A
Which word does not belong? apple, marmalade, orange, cherry, grape A. apple B. marmalade C. orange D. cherry E. grape

15. Answer
Answer: C

16. At the end of a banquet 10 people shake hands with each other
At the end of a banquet 10 people shake hands with each other. How many handshakes will there be in total? A. 100 B. 20 C. 45 D. 50 E. 90

17. Answer
Answer: C

18. Q. What are some things that you think you are smart at?

19. Howard Gardner – Theory of multiple intelligences
“A psychological potential to solve problems or to fashion products that are valued in at least one cultural context; there are multiple intelligences” (Gardner, 1999)

20. Gardner’s Types of Intelligence

21. Howard Gardner’s Multiple Intelligences
Discovering Psy Fig 7.7 page 263

22. Howard Gardner’s Eight Intelligences
Aptitude
Example
1. Linguistic (“word smart”)
Toni Morrison, writer
2. Logical-mathematical (“number smart”)
Albert Einstein, scientist
3. Musical (“music smart”)
Wynton Marsalis, musician
4. Spatial (“art smart”)
Frida Kahlo, artist
5. Bodily-kinesthetic (“body smart)
Tiger Woods, athlete
6. Intrapersonal (“self smart”)
Anna Freud, psychoanalyst
7. Interpersonal (“people smart”)
Mahatma Gandhi, leader
8. Naturalist (“nature smart”)
John Audubon, naturalist
NOTES
Point out that Howard Gardener ( ) claimed that each form of intelligence is controlled by different parts of the brain, and each form is capable of solving problems or creating products that are valued within most cultures.
Also point out that most occupations require a combination of several of these forms of intelligence.
Further point out that Robert Sternberg ( ) developed the “triarchic theory,” which distinguishes three intelligences:
(1) analytic (academic problem-solving) intelligence, which may be assessed by intelligence tests
(2) creative intelligence, demonstrated in reacting adaptively to novel situations and generating novel ideas
(3) practical intelligence, often required for everyday tasks, which are frequently ill-defined, with multiple solutions.
Sources:
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
Sternberg, R.J. (1985). Beyond IQ: A triarchic theory of himna intelligence, New York: Cambridge University Press.

23. Complete Multiple intelligence test
HANDOUT

24. Alfred Binet – Intelligence as an age-related set of abilities
“the characteristics of an individuals though processes that enable the individual to take and maintain a direction without becoming distracted, to adapt means to an end, and to criticise his or her own attempts at problem solution” (Binet, 1905)

25. Description of Intelligence
Binet invited the first intelligence test to be widely used throughout the world.
Designed to assess and predict performance at school.
Binet saw intelligence as a general ability associated with specific, but not related, “mental functions” such as reasoning, memory, vocabulary, length and quality of attention and perceptual judgment.

26. ACTIVITY http://www.free-iqtest.net/ TEST YOUR IQ
Activity 2 and 4 from spinal book

27. David Wechsler – Intelligence as verbal and performance abilities
“the global and aggregate capacity to act purposeful, to think rationally, and to deal effectively with the environment” (Wechsler, 1958)

28. The Wechsler Scales Wechsler Intelligence Scale for Children (WISC-R)
Wechsler Adult Intelligence Scale (WAIS)
Wechsler Preschool and Primary Scale of Intelligence (WPPSI)

29. WAIS Test

30. Robert Sternberg – Triarchic theory of intelligence
“Intelligence has three aspects: componential, experiential, and contextual” (Sternberg, 1985a)

31. Robert Sternberg ( )
Author of a Triarchic theory of multiple intelligences consisting of of 3 mental abilities
Disagrees with Gardner in calling these intelligences. Instead believes these are talents or abilities. Said Intelligence is a general quality
Stresses both the universal aspects of intelligent behavior and the importance of adapting to a certain social and cultural climate.
Also called Successful Intelligence

32. Robert Sternberg
Analytic intelligence—mental processes used in learning how to solve problems
Creative intelligence—ability to deal with novel situations by drawing on existing skills and knowledge
Practical intelligence—ability to adapt to the environment (street smarts)

33. Sternberg’s Types of Intelligence

34. Triarchic Examples in Literature

35. Activity
Activity 5 and 7 from spiral book

36. Cattell-Horn-Carroll model of psychometric abilities
“Intelligence has two separate general abilities: fluid intelligence and crystallised intelligence” (Cattell, 1971)

37. Two Kinds of Intelligence
Fluid Intelligence - the ability to think and reason abstractly and solve problems.
This ability is considered independent of learning, experience, and education.
Examples: solving puzzles and coming up with problem solving strategies.
Both types of intelligence increase throughout childhood and adolescence.
Fluid intelligence peaks in adolescence and begins to decline progressively beginning around age 30 or 40.

38. Two Kinds of Intelligence
Crystallized Intelligence – learning from past experiences and learning.
Situations that require crystallized intelligence include reading comprehension and vocabulary exams.
This type of intelligence is based upon facts and rooted in experiences.
This type of intelligence becomes stronger as we age and accumulate new knowledge and understanding.

39. Salovey and Mayer’s ability-based model of emotional intelligence

40. Researchers/Writers Mayer and Salovey
co-authored two academic papers in 1990
attempting to develop a method of scientifically measuring the difference between people’s ability in the area of emotion

41. Researchers/Writers Mayer and Salovey
Developed four branches of mental ability
perception, appraisal, and expression of emotion
emotional facilitation of thinking
understanding and analyzing emotions
reflective regulation of emotion to promote emotional and intellectual growth

42. Mayer and Salovey

43. Mayer and Salovey
ability to stay open to feelings, both pleasant and unpleasant;
to reflectively engage or detach from an emotion depending its judged utility;
to reflectively monitor emotions in relation to oneself and others;
to manage emotion in oneself and others by moderating negative emotions and enhancing positive emotions

44. Q. How does an understanding of multiple intelligences make you view your own abilities?
Q. How could teachers use the multiple intelligences to meet all students needs?
Q. Do you think society puts too much pressure on having a high intelligence or?

45. How do we assess Intelligence

46. Binet’s Test of Intelligence
Intelligence is a quality that is age-related.
The score obtained was determined by the number of items correctly answered. However the score was expressed in terms of the age of the child for which the score was the average.
MENTAL AGE (MA): Whether the mental age was judged as advanced, average, or slow depended on….
CHRONOLOGICAL AGE (CA): E.g. An eight year old who scored the average number of items for an 8 year old who responded like an average six year old was assigned a mental age of six.

48. Stanford-Binet test of intelligence
Designed to measure the intelligence of people who are aged between two and 85+ years.
The test is administered to one person at one time and takes about minutes to complete.
Five cognitive abilities are assessed. These are fluid reasoning knowledge, quantitative reasoning, visual0spatial processing and working memory.

50. Wechsler’s tests of intelligence
Intelligence is complex and involves a variety of cognitive abilities.
Current test (2008) has 10 core (compulsory) tests. These are categorised into four categories Verbal comprehension, perpetual reasoning, verbal memory and processing speed.
WAIS-IV (Wechsler Adult Intelligence Scale)
WISC-IV (Wechsler Intelligence scale for children)
WPPSI-III (Wechsler preschool and Primary scale of intelligence)

52. IQ and its calculation
IQ stands for Intelligence quotient: A numerical score on an intelligence test. It shows how much someone’s intelligence, as measured by an intelligence test, compares with that of other people of the same age.
IQ= MA x 100 CA
MA: Mental Age CA: Chronological Age

53. Variability of intelligence test scores
Normal distribution curve – Always falls in same spot
Standard Deviation- Used to spread the scores out in relation to the mean

54. Test Validity and Test reliability

55. Test Validity
A test must actually measure what it is supposed to measure.
For example: It must measure intelligence or cognitive abilities involving intelligence and not other characteristics.

56. Content Validity
Means that the content of the test, including all its subtests and items, adequately measure what it is designed to measure.
E.g. A test of fluid intelligence should contain items which match a widely accepted definition of fluid intelligence and all the abilities associated with fluid intelligence.

57. Criterion-related validity
Means that the test can adequately predict performance on other tasks that most people agree require intelligence.
E.g. school performance also depends on a students motivation, interest and distractibility as well as the quality of teaching.

58. Construct Validity
Means that the test provides a good reflection if the theory on which it is based and that there is empirical evidence supporting the theory.
E.g. If an intelligence test is based on a theory that intelligence is biologically based ad therefore inherited, then scores on a large, representative sample who are given the test would show a normal distribution if graphed in a frequency distribution.

59. Test Reliability
Refers to the ability of a test to consistently measure what it is supposed to measure each time it is given.
There are several ways to establish reliability of an intelligence test. These include test- retest reliability, parallel-forms reliability, split-half reliability, internal consistency and inter-rater reliability.

60. Test-Retest Reliability
Involves giving the intelligence test to the same group of people on two different occasions and then comparing the two sets of scores. If the test is reliable then each person should achieve similar scores on the subtests and the test overall each time they do it.

61. Parallel-forms reliability
Involves giving another version of the same test instead of using exactly the same test twice. If scores on the two tests are similar, it suggests that they measure the same thing.

62. Split-half reliability
Involves dividing the original test into halves and examining the correlation between scores on each half.
E.g. scores on the odd numbered items might be compared with scores on the even numbered items.

63. Internal Consistency
Involves using correlations between different items in the same test to determine whether the items produce similar scores.
E.g. if a test has 10 items of about the same difficulty to measure a specific cognitive ability that all 10 items have been designed to assess, then a test-taker should achieve similar scores on the items.

64. Inter-rater reliability
Checking that different test administrators (i.e. those ‘rating’ the test takers performance) get similar results from it.
E.g. two similarly qualified and experienced psychologists should be able to administer the same test to the same individuals at different times and get consistent scores for them all.

65. Activity
LA Questions 1 and 2

66. Test standardisation
Standardised: If scores on an intelligence test are to have meaning
Test norms: show the mean score on the test by particular groups of people.
Restandardised: for iq scores to remain accurate indicators of levels of intelligence, intelligence tests must be restandardised.

67. Standardised testing procedures
The test must be given in the same way to every person.
If standardised testing procedures aren't administered then the test is not valid and reliable.

68. Culture-biased and culture-fair tests
Cultural Bias: The tendency of a test to give a lower score to a person form a culture different from that on which the test was standardised.
Culture-fair tests: Attempts to provide items that will not disadvantage or penalise a test- taker o the basis of their cultural or ethnic background.

69. Activity
LA Questions 1-4

70. How do we construct Intelligence tests?
Tests must be:
Standardized
Reliable
Valid

71. Standardization
The test must be pre-tested to a representative sample of people and
Form a normal distribution or bell curve

72. Reliability
The extent which a test yields consistent results over time.
Spilt halves or test– retest method.

73. Validity
The extent to which a test measures what it is supposed to measure.
Content Validity: does the test sample a behavior of interest
Predictive Validity: does the test predict future behavior.
Criterion related validity

74. YOUR SAC
Writing up a ERA