1. Chapter 9 Intelligence and Creativity

2. Chapter 9 – Intelligence and Creativity
What is intelligence?
Adaptive thinking or behavior (Piaget)
Ability to think abstractly, solve problems? (Sternberg)
Genetics x Environment
(interaction)
RAISED
TOGETHER
RAISED APART
IDENTICAL
TWINS
.86
.72
FRATERNAL
.60
.52

3. Theories and Tests of Intelligence
IQ tests
Intelligence quotient (IQ) tests attempt to measure an individual’s probable performance in school and similar settings.
Psychometric approach
Spawned the development of standardized tests of intelligence
Intelligence
Trait or a set of traits that characterizes some people to a greater extent than others
Goal
Identify these traits precisely and to measure them
Binet ( ) and Simon created 1st IQ ← test in 1905

4. Binet Intelligence Tests
An individual’s level of mental development relative to others
Mental Age
Intelligence Quotient (IQ)

5. Theories and Tests of Intelligence
The Stanford-Binet test
The Stanford-Binet test - V (2-85)
The mean or average IQ score for all age groups is designated as 100 ± 15 (85-115).
Given individually

6. A Normal Distribution Score
Figure 9.2 A normal distribution curve

7. Normal Distribution
Normal Distribution

8. © 2006 The McGraw-Hill Companies, Inc. All rights reserved
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Bell Curve
4.8

9. Individual Intelligence Tests The Wechsler Scales
Overall IQ and also verbal and performance IQs.
(WPPSI-IV) Wechsler Preschool and Primary Scale of Intelligence-Revised. Ages 2 ½ to 7 years, 7 months
(WISC-IV) Wechsler Intelligence Scale for Children-Revised. Ages 6 to 16 years, 11 months
(WAIS-IV) Wechsler Adult Intelligence Scale-Revised
Ages 16 to 90 years, 11 months

10. WPPSI-III
WPPSI

14. WAIS-III

16. WISC-IV
Word Reasoning—measures reasoning with verbal material; child identifies underlying concept given successive clues.
Matrix Reasoning—measures fluid reasoning a (highly reliable subtest on WAIS® –III and WPPSI™–III); child is presented with a partially filled grid and asked to select the item that properly completes the matrix.
Picture Concepts—measures fluid reasoning, perceptual organization, and categorization (requires categorical reasoning without a verbal response); from each of two or three rows of objects, child selects objects that go together based on an underlying concept.
Letter-Number Sequencing—measures working memory (adapted from WAIS–III); child is presented a mixed series of numbers and letters and repeats them numbers first (in numerical order), then letters (in alphabetical order).
Cancellation—measures processing speed using random and structured animal target forms (foils are common non-animal objects).

17. WAIS - IV

21. Theories and Tests of Intelligence
Raven’s Progressive Matrices
Psychologists created “culture-reduced” tests without language. It tests abstract reasoning ability (non-verbal intelligence or performance IQ)

25. The Psychometric Approach
Intelligence -
A single attribute?
Spearman ( )
2 – factor theory of intelligence
“g” = general ability
“s” = special abilities

27. Measurements of sprinting, high jumping, and long jumping correlate with one another because they all depend on the same leg muscles.

28. Many attributes?
Thurstone: 7 primary mental abilities
Spatial ability, perceptual speed, numeric reasoning, verbal meaning, word fluency, memory, inductive reasoning

29. Fluid intelligence and crystallized intelligence
What is Intelligence?
Fluid intelligence and crystallized intelligence
Cattell & Horn believed that the “g” factor has two components:
- Fluid intelligence is the power of reasoning, solving unfamiliar problems, seeing relationships and gaining new knowledge
- Crystallized intelligence is acquired knowledge and the application of that knowledge to experience.

30. Which of the Numbered Pieces Completes the Design?
Figure 9.1 An item assessing fluid intelligence (Answer: 7)

31. Concept Check:
A 16-year-old is learning to play chess and is becoming proficient enough to be accepted into the school’s chess club. Is this fluid or crystallized intelligence?

32. Concept Check:
Ten years later, the chess player achieves grandmaster status. Is this a result of fluid or crystallized intelligence?

33. Savant Syndrome
condition in which a person otherwise limited in mental ability has an exceptional specific skill
Calculation abilities
Drawing
Musical

34. Synesthesia in Daniel Tammet

37. Gardner’s Multiple Intelligences

38. Sternberg’s Triarchic Theory
Contextual Component (“street smarts or practical”)
Adapting to the environment
Experiential Component: (creative)
Response to novelty
Automatization (not best method for intelligence testing)
Componential Component (“academic or analytical”)
Information processing
Efficiency of strategies
Sternberg expanded theory
Successful intelligences
Establish and achieve reasonable goals
Optimize your strengths and minimize weaknesses
Adapt to the environment
Use all three components of intelligence

39. Sternberg’s Triarchic Theory of Intelligence
Figure 9.3 Sternberg’s triarchic theory of intelligence

40. Figure 9.2 Sternberg’s triarchic theory of intelligence

41. Sternberg’s Triarchic Theory of Intelligence
Table 9.1 Sternberg’s Triarchic Theory of Intelligence Examples

42. TABLE 9.2 Four theories of intelligence

43. The Infant
Developmental Quotients (DQ)
Bayley Scales: Ages 2-30 months
Correlations with Child IQ – low to 0
Useful for diagnostic purposes
*Best predictors
From measures of information processing
E.g., attention, speed of habituation, preference for novelty

44. The Child DQ does not predict later IQ IQ gains
AGE OF CHILD
CORREL-ATIONS WITH IQ AT AGE 9
CORREL-ATION WITH IQ AT AGE 12 4
.46
.42 7
.81
.69 9
----
.80
DQ does not predict later IQ
IQ gains
Parents foster achievement
Neither strict nor lax parenting
IQ drops: Poverty
Cumulative deficit hypothesis

45. The Adolescent
Brain growth spurt at age 11/12 (puberty)
Formal operational thinking
Improved memory and processing skills
Stability of IQ evident
IQ score a good predictor of school achievement
+.50 correlation between IQ score and grades
Adolescents with high IQ less likely to drop out of high school and more likely to go to college

46. Flynn Effect
Flynn effect
Phenomenon over the 20th century, average IQ scores have increased in all countries studied
In the U.S., increase is 3–4 IQ points per decade
Children today are better educated
Improved nutrition and living conditions

47. How 10 Environmental Risk Factors Affect IQ of Children at Age 4
Table 9.3 How 10 Environmental Risk Factors Affect IQ of Children at Age 4

48. Race and Ethnicity
Most studies find racial and ethnic differences in IQ scores
Group averages
Why do the group differences exist?
Bias in the tests
Motivational factors
Genetic differences among groups
Environmental differences among groups

49. Race and Ethnicity Stereotype threat
Fear that that one will be judged to have the qualities associated with negative stereotypes
Figure 9.9 African American students perform poorly

50. The Adult
Strong relationships between
IQ and occupational prestige
IQ and job performance
IQ and good health/longevity

51. Intellectual disabilities
Below-average intellectual functioning: IQ 70
Limited adaptive behavior: before age 18
Self-care and social skills
Below age-appropriate expectations
Causes
Organic: e.g., Down syndrome
Cultural-familial: genes & environment

52. Levels and Characteristics of Intellectual Disability
Table 9.5 Levels and Characteristics of Intellectual Disability

53. The Dynamics of Intelligence

54. Creativity
Creativity
Ability to produce novel responses appropriate in context and valued by others
Some have concerns about what is useful to others
IQ scores and creativity scores do not correlate very well
IQ tests measure convergent thinking
Creativity requires divergent thinking

55. Fostering Creativity
Creative individuals have:
Talent and powerful motivation to develop talent
Environments that recognize, value, and nurture their creative endeavors
Parents can help foster creativity
Give children freedom to explore
Schools can help foster creativity
Encourage idea generation, multiple correct answers, and elaboration of ideas

56. Potential for Wisdom
Wisdom (Baltes)
Constellation of rich factual knowledge about life combined with procedural knowledge such as strategies for giving advice and handling conflicts
Wisdom (Sternberg)
Someone who can combine successful intelligence with creativity to solve problems that require balancing multiple interests or perspectives

57. Creative Endeavors
Creative production increases from the 20s to early 40s, then gradually declines
Peak times of creativity vary from field to field
Humanities scholars peak in their 60s
Productivity in arts peaks in 30s and 40s
Creative behavior is possible throughout life

58. Giftedness
Giftedness
High IQ or showing special abilities in areas valued in society
Has been identified in early childhood
Highly curious and motivated to learn
Advanced language skills

59. Giftedness
The Characteristics of Giftedness Scale
Rapid learning
Extensive vocabulary
Good memory
Long attention span
Perfectionism
Preference for older companions
Excellent sense of humor
Early interest in reading

60. Integrating Cognitive Perspectives
Table 9.6 Comparison of Approaches to Intelligence