1. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 1 Chapter 9 Question: What is Intelligence? Intelligence Versus Achievement One thing intelligence is not – is achivevement Achievement – refers to knowledge and sills gained from experience. Achievement focuses on the things that you know and can do. Section 1: What Is Intelligence?

2. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE Although, intelligence is not the same as achievement, intelligence can provide the basis for achievement. Intelligence makes achievement possible by giving people the ability to learn. Intelligence – the ability to learn from experience, to think rationally, and to deal effectively with the environment. 2 Chapter 9

3. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 3 General Intelligence The idea that general intelligence (g) exists comes from the work of Charles Spearman (1863-1945) who helped develop the factor analysis approach. Athleticism, like intelligence, is many things

4. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 4 General Intelligence Spearman proposed that general intelligence (g) is linked to many clusters that can be analyzed by factor analysis. For example, people who do well on vocabulary examinations do well on paragraph comprehension examinations, a cluster that helps define verbal intelligence.

5. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 5 Chapter 9 Gardner’s Theory of Multiple Intelligence – believed that intelligence has a broader base and that people have several different kinds of intelligence. LinguisticBody-Kinesthetic Mathematical Musical Visual-spatial Interpersonal (other’s feelings) Intrapersonal (your feelings) Section 1: What Is Intelligence? THEORIES OF INTELLIGENCE (continued)

6. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE Gardner believed that each kind of intelligence is based in different areas of the brain. Critics of Gardner’s views argue that exceptional abilities in music or bodily-kinesthetic areas are not really part of intelligence. They argue that those skills are talents and that being talented is not the same thing as being intelligent. 6 Chapter 9

7. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE Sternberg’s Triarchic Theory – argued that all intelligences work together in a way that can best be understood in a three-level model of intelligence. Analytic – solve problems Creative – deal with new situations Practical abilities – accomplish everyday task We often must use more than one of these three types of intelligence at a time. 7 Chapter 9

8. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE Goleman – Emotional Intelligence 1. Self-awareness (the ability the recognize our own feelings) 2. Mood management (ability to distract oneself from an uncomfortable feeling) 3. Self-motivation (ability to move ahead with confidence and enthusiasm) 8 Chapter 9

9. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 4. Impulse control (ability to delay pleasure or enjoyment until the task has been accomplished) 5. People skills (ability to have empathy, communicate, and cooperate with others) 9 Chapter 9

10. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE Measurement of Intelligence Stanford-Binet Scales Alfred Binet devised the first modern intelligence test in 1905. Binet’s test yielded a score called a mental age. Mental age (MA) shows the intellectual level at which a child is functioning. 10 Chapter 9

11. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE In 1916, Stanford University revised the test becoming the Stanford-Binet Intelligence Scale. Today, an intelligence quotient, not an MA is given. An intelligence quotient (IQ) is a number that reflects the relationship between a child’s mental age and his/her actual or chronological age (CA). 11 Chapter 9

12. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 12 Chapter 9 Question: What are characteristics of mental retardation? CHARACTERISTICS OF MENTAL RETARDATION Moderate – people with an IQ of between 35 and 49; can learn to speak, to feed and dress themselves, to take care of their own hygiene, and to work under supportive conditions, as in sheltered workshops Severe – IQ of 20-34 – usually require constant supervision; may have some understanding of speech and may be able to respond; need continuous direction Profound – IQ’s below 20 – barely communicate; cannot feed or dress themselves and are dependent on other people for care throughout their lives

13. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE

14. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE Causes of Mental Retardation --Accidents resulting in brain damage --Difficulties during childbirth --Pregnant women abusing drugs or alcohol --Pregnant women who are malnourished --Genetic disorders such as Down ’ s Syndrome

15. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 15 Extremes of Intelligence A valid intelligence test divides two groups of people into two extremes: the mentally retarded (IQ 70 or below) and individuals with high intelligence (IQ 130 or above).

16. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE HOW IS INTELLIGENCE MEASURED? Normally distributed around an IQ of 100 Average score is set at 100 Most scores between 85 and 115 Very few beyond 130 Few below 70, common definition of mental retardation

17. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE Table 9.2 The Meaning of Different IQ Scores

18. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 18 High Intelligence Contrary to popular belief, people with high intelligence test scores tend to be healthy, well adjusted, and unusually successful academically.

19. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 19 Chapter 9 Question: What are the characteristics of giftedness? CHARACTERISTICS OF GIFTEDNESS Possess outstanding talent or to show potential for performing at remarkably high levels of accomplishment when compared to other people of the same age, experience, or environment Linked to creativity, which is the ability to invent new solutions to problems or to create original or ingenious materials

20. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE Giftedness * Motivation could possibly contribute Children who are gifted should be identified early as to receive additional enrichment to foster their intellectual growth

21. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE Creativity Research suggests that highly intelligent people are more likely than the average person to be creative. High levels of creativity does not guarantee high intelligence, nor does high intelligence guarantee high creativity. 21

22. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE Creativity Qualities of Creative People 1. flexible, original, and mentally agile – able to quickly come up with the right idea or word. 2. express their feelings rather than hold them in. 3. nonconformists – don’t do what others do, they go their own ways. 22

23. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 23 What Influences Intelligence? No other topic in psychology is so passionately followed as the one that asks the question, “Is intelligence due to genetics or environment?”

24. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 24 Genetic Influences Studies of twins, family members, and adopted children together support the idea that there is a significant genetic contribution to intelligence.

25. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 25 HEREDITY’S INFLUENCE Kinship studies – closely related people should be more alike in terms of IQ scores than distantly related or unrelated people. Heritability – is the extent to which variations in a trait from person to person can be explained by genetic factors. Adoptee Studies – IQ scores are more like those of the biological parents than those of the adoptive parents.

26. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 26 Adoption Studies Adopted children show a marginal correlation in verbal ability to their adopted parents.

27. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 27 Heritability Is the extent to which variations in a trait from person to person can be explained by genetic factors. We credit heredity with 50% of the variation in intelligence.

28. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 28 Environmental Influences Studies of twins and adopted children also show the following: 1.Fraternal twins raised together tend to show similarity in intelligence scores. 2.Identical twins raised apart show slightly less similarity in their intelligence scores.

29. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 29 Chapter 9 Question: How do heredity and environment influence intelligence? For children the environmental factors that affect intelligence are home environment, parenting styles, and preschool programs. Section 4: What Influences Intelligence?

30. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE The following factors contribute to high levels of intellectual functioning in children: 1. The parents are emotionally and verbally responsive to their children’s needs. 2. The parents provide enjoyable and educational toys. 3. The parents are involved in their children’s activities. 30 Chapter 9

31. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 4. The parents provide varied daily experiences during the preschool years. 5. The home environment is well organized and safe. 4. The parents encourage the children to be independent – to make their own decisions and solve their own problems whenever possible. 31 Chapter 9

32. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE 32 Schooling Effects Schooling is an experience that pays dividends, which is reflected in intelligence scores. Increased schooling correlates with higher intelligence scores. To increase readiness for schoolwork, projects like Head Start facilitate leaning.

33. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE Preschool Programs Preschool programs are designed to provide young children with enriched early experiences. Head Start (mid 1960s) was designed to give economically disadvantaged children a better start in school. Head Start has shown to increase IQ scores, achievement scores, and academic skills of participants. 33 Chapter 9

34. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE Graduates of preschool programs are: 1. Less likely to repeat a grade or be placed in classes for slow learners. 2. More likely to finish HS, attend college, and earn high incomes. 3. Decreases the likelihood of juvenile delinquency. 34 Chapter 9

35. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE Adults and Intelligence - Older people show some drop-off in intelligence as measured by scores on intelligence tests. Especially in timed test. - Vocabulary skills, though, can continue to expand for a lifetime. - For adults the environmental factors that affect intelligence include level of income, level of education, intact family life, attendance at cultural events, travel, reading, and a flexible personality. 35 Chapter 9

36. HOLT, RINEHART AND WINSTON P SYCHOLOGY PRINCIPLES IN PRACTICE No matter what genes a person may have inherited, that person’s intelligence is not fixed or unchangeable. 36 Chapter 9