1. Chapter 9 Intelligence

2. Warm up 4/15/15   Imagine that you are members of a committee organized to select the World’s Most Intelligent Person.   Your job is to create a profile of a person that can be used as a guideline in the final selection process.   Profiles should include traits, abilities, and accomplishments commonly associated with highly intelligent people.

3. What is Intelligence?  Long answer short, it depends on who you ask

4. Intelligence Versus Achievement  Achievement = Things you know and can do EX – Knowledge, Skills, etc…that you have EX – Knowledge, Skills, etc…that you have gained from experience gained from experience  Intelligence = Gives us the ability to learn and to achieve and to achieve Ability to learn from experience, to think Ability to learn from experience, to think rationally, and to deal with others effectively rationally, and to deal with others effectively

5. Spearman’s Two-Factor Theory  All intelligent behaviors have 2 factors Factor #1 = g or general intelligence Factor #1 = g or general intelligence This is our ability to solve problems This is our ability to solve problems Factor #2 = s or specific intelligence Factor #2 = s or specific intelligence This involves the things that we are This involves the things that we are REALLY good at REALLY good at

6. Get into groups of 2-3  Each group will be given a card to define one aspect of Thurstone’s or Gardner’s theories of multiple intelligences or abilities.  Be ready to teach the class your information.

7. Thurstone’s Theory of Primary Mental Abilities  He says there are EIGHT separate mental factors (Primary Mental Abilities) that make up intelligence and that we can be high in some and low in others 1. Visual/Spatial5. Memory 1. Visual/Spatial5. Memory 2. Perceptual Speed6. Word Fluency 3. Numeric Ability7. Deductive Reas. 4. Verbal Meaning8. Inductive Reas.

8. Gardner’s Theory of Multiple Intelligence  Several kinds of intelligences within us 1. Linguistic 5. Musical-Rhytmic 1. Linguistic 5. Musical-Rhytmic 2. Logical-Mathematical6. Interpersonal 2. Logical-Mathematical6. Interpersonal 3. Visual-Spatial7. Intrapersonal 3. Visual-Spatial7. Intrapersonal 4. Bodily Kinesthetic 4. Bodily Kinesthetic  Each intelligence is based on different areas of the brain CRITICISM is that 4 and 5 are talents, CRITICISM is that 4 and 5 are talents, not intelligences not intelligences

9. Difference between Thurstone and Gardner  Thurstone – 8 together adds up to ONE intelligence intelligence  Gardner – All intelligences are INDEPENDENT of one another INDEPENDENT of one another

10. Guided Practice   Create a three column chart in your notes. Label the columns Theories, Strengths, and Weaknesses.   In the first column, list the various theories of intelligence discussed.

11. Independent Practice   Write a letter of support to the psychologist whose theory they believe best explains intelligence.   In your letters, you should tell the theorist why this particular theory makes a more convincing case than the other theories of intelligence.   Support your reasoning with examples.

12. End

13. 4/16/15  Having taken many standardized test over the years do you feel any of the test questions had a bias?  (cultural, religious, language, etc.)  Explain

14. Sternberg’s Triarchic Theory  Different Intelligences all working together 1. Analytic – Ability to solve problems 1. Analytic – Ability to solve problems 2. Creative – Ability to deal with new 2. Creative – Ability to deal with new situations situations 3. Practical – Ability to accomplish everyday 3. Practical – Ability to accomplish everyday tasks tasks

15. Emotional Intelligence (Goleman)  To explain why smart people aren’t as successful as expected. Look at things like: 1. Self-Awareness 1. Self-Awareness 2. Mood Management 2. Mood Management 3. Self-Motivation 3. Self-Motivation 4. Impulse Control 4. Impulse Control 5. People Skills 5. People Skills

16. Measurement of Intelligence  Tests – measure different things –Achievement Tests = show what you have learned –Aptitude Tests = predict your ability to learn new skills

17. Measurement of Intelligence  Stanford-Binet Scale The first modern intelligence test – 1905 The first modern intelligence test – 1905 Gave the mental age – intellectual level Gave the mental age – intellectual level at which a child is functioning at which a child is functioning  Intelligence Quotient (IQ) – A # that reflects the relationship between MA (mental age) and CA (chronological age)

18. Computing IQ IQ = Mental Age (MA)x100 Chronological Age (CA) Above Average = >100 Average = score of 100 Below Average = < 100

19. Sample Test  Sample IQ test. Do not write on my handout

20. Wechsler scores  Scores based on a comparison of a person’s answers with the answers of others in the same age group  Average = 100  About 50% fall within broad range of 90 to 110  About 2% score above 130; about 2% score below 70

21. Measurements of Intelligence  Reliability and Validity – In order for Psychologists to accept the test data it must be both  Test Reliability Reliability – Consistency, giving similar Reliability – Consistency, giving similar scores every time scores every time Test-Retest Reliability – Determined by Test-Retest Reliability – Determined by comparing scores earned by the same person, comparing scores earned by the same person, on the same test, taken at different times on the same test, taken at different times

22. Measurements of Intelligence  Test Validity – Results of a test are compared with outside standards and norms Validity – The test measures what it’s Validity – The test measures what it’s supposed to measure supposed to measure  Problems with Intelligence Testing 1. Some people just test better 1. Some people just test better 2. Educational/Economic Background can 2. Educational/Economic Background can make a difference make a difference 3. Some people say they are culturally biased 3. Some people say they are culturally biased

23. Individual Work  You are to develop test questions that would be biased against people of your parents age group.  Example: you may ask about slang terms, current songs, dance moves.  Analyze the bias in the test.

24. Reading  Case study

25. Differences In Intelligence  Mental Retardation Technical Definition = IQ less than 70 Technical Definition = IQ less than 70 Other Indicators Other Indicators 1. Communication Problems 1. Communication Problems 2. Problems Taking Care of Self 2. Problems Taking Care of Self 3. Poor Social Skills 3. Poor Social Skills 4. Improper Use of Leisure Time 4. Improper Use of Leisure Time 5. Inability Traveling within community 5. Inability Traveling within community 6. Poor Self-Direction 6. Poor Self-Direction 7. Poor Personal Hygiene 7. Poor Personal Hygiene **What is significant is that there are several **What is significant is that there are several levels of mental retardation** levels of mental retardation**

26. Mild Retardation  About 80% of people classified with retardation are in this category  Includes people with IQ from 50-70  Often not obviously retarded, but: As children - have more difficulty with As children - have more difficulty with childhood tasks (talking, walking, feeding childhood tasks (talking, walking, feeding self) – learn to read, write, do math self) – learn to read, write, do math As adults – can take care of themselves but As adults – can take care of themselves but may need occasional guidance in certain may need occasional guidance in certain situations situations

27. Moderate Retardation  People with IQ from 35 – 49  Can learn to speak, dress themselves, take care of personal hygiene  Usually do not learn to read or perform math operations  Children with Down syndrome typically fall into this category  Usually not capable of self-maintenance

28. Severe Retardation  People with an IQ from 20 -34  Require CONSTANT supervision  May understand some speech and may be able to respond

29. Profound Retardation  People with an IQ below 20  Barely communicate but can not feed themselves  Are completely dependent upon others for survival

30. Causes of Retardation  Accidents that lead to brain damage  Problems during childbirth  Alcohol and Drug Abuse during pregnancy  Malnourishment during pregnancy  Genetic Disorders and Abnormalities Ex (An extra chromosome in genetic make- Ex (An extra chromosome in genetic make- up → Down Syndrome) up → Down Syndrome)

31. Giftedness  People who achieve an IQ score greater than 130  Often referred to as more than a score b/c gifted means to 1. Possess outstanding talents 1. Possess outstanding talentsOR 2. Potential to perform at remarkably high levels when compared to people of same age levels when compared to people of same age  Can be gifted in a variety of things music mathematics science music mathematics science leadership creativity language arts leadership creativity language arts  Savant Syndrome – A person of low intelligence shows EXTREME giftedness in a particular area

32. Creativity  Often Giftedness and Creativity are linked  Creativity – Ability to invent new solutions to problems or create new materials  IMPORTANT – A person CAN be creative without being gifted

33. What Influences Intelligence? Is it hereditary? (Inherited) or Environmental?  Many psychologists believe that it’s a combination of the two combination of the two  Attempts to explain why two individuals, brothers for example, don’t possess the same IQ

34. Genetic Influences on Intelligence  Kinship Studies Studied the IQ’s of twins who have the Studied the IQ’s of twins who have the exact same DNA exact same DNA The logic is, if DNA determines IQ and The logic is, if DNA determines IQ and the twins have the EXACT same DNA, then their IQ should be the same the twins have the EXACT same DNA, then their IQ should be the same By looking at 100 sets of twins, they found that By looking at 100 sets of twins, they found that their IQ’s were more alike than any other group their IQ’s were more alike than any other group Their IQ’s are also close, even when raised Their IQ’s are also close, even when raised apart from each other apart from each other

35. Genetic Influences on Intelligence  Kinship Studies Heritability – Extent to which variations Heritability – Extent to which variations between people can be explained by between people can be explained by genetic factors genetic factors Heritability for IQ is from 40 – Heritability for IQ is from 40 – 60%...meaning that about half IQ 60%...meaning that about half IQ differences can be explained with differences can be explained with genetics genetics

36. Genetic Influences on Intelligence  Adoptee Studies 2 scenarios to show results 2 scenarios to show results #1 – A child is separated from biological #1 – A child is separated from biological parents at an early age but their IQ parents at an early age but their IQ remains similar to them → Genetic remains similar to them → Genetic #2 – A child is separated from biological #2 – A child is separated from biological parents at an early age and their IQ is parents at an early age and their IQ is similar to adoptive parents → environment similar to adoptive parents → environment *Most studies show scenario #1

37. Environmental Influences on Intelligence  In doing kinship studies, they did notice that those who were raised together are more alike than those raised apart → Environmental Influences

38. Environmental Influences on Intelligence  Home and Parenting Things like the following add to Things like the following add to intelligence: intelligence: 1. Parents are responsive to children’s needs 1. Parents are responsive to children’s needs 2. Parents provide enjoyable, educational toys 2. Parents provide enjoyable, educational toys 3. Parents involved in kids activities 3. Parents involved in kids activities 4. Parents provide varied experiences during 4. Parents provide varied experiences during pre-school years pre-school years 5. Home environment is well organized and safe 5. Home environment is well organized and safe 6. Children encouraged to be independent 6. Children encouraged to be independent

39. Environmental Influences on Intelligence  Preschool Program These programs, especially those like These programs, especially those like Head Start (for economically Head Start (for economically disadvantaged children) have shown disadvantaged children) have shown increases in IQ increases in IQ Also less likely to repeat a grade Also less likely to repeat a grade More likely to finish high school, attend More likely to finish high school, attend college, and make more $ college, and make more $

40. Environmental Influences on Intelligence  Adults and Intelligence Intellectual functioning in adults is often Intellectual functioning in adults is often related to: related to: 1. Income level4. Intact Family Life 2. Education Level5. Travel, Reading, etc.. 3. Enjoyable Job Hist6. Flexible Personality