1. Intelligence: Section 2
What is Intelligence?
Measurement of Intelligence
Differences in Intelligence
What Influences Intelligence?

2. Objectives Section 2
1. Define intelligence, and explain the various theories of intelligence.
2. Identify various types of intelligence tests, and describe their uses.
3. Identify the characteristics of mental retardation and giftedness, and explain the relationship between giftedness and creativity.
4. Explain how heredity and the environment influence intelligence.

3. Key Terms Achievement Creativity Gifted Heritability Intelligence
Intelligence Quotient
Mental Age
Mental Retardation
Two-Factor Theory
Triarchic Theory
Emotional Intelligence
Cultural Bias

4. Section 2 – What Is Intelligence? and Intelligence Testing
What it is NOT! – Achievement
Achievement refers to knowledge and skills one has gained through experience.
Intelligence can provide the basis for achievement.
Intelligence can help us achieve by giving us the ability to learn.
Intelligence is the ability to learn from experience, to think rationally, and to deal effectively with the environment. To acquire new ideas and new behaviors and to adapt to new situations.

5. Theories of Intelligence
Spearman’s Two-Factor Theory
Thurstone’s Theory of Primary Mental Abilities
Gardner’s Theory of Multiple Intelligences
Sternberg’s Triarchic Theory
Goleman’s Theory of Emotional Intelligence

6. Spearman’s Two –Factor Theory
All behaviors we consider to be intelligent have a common underlying factor.
g = “general intelligence”
Represents the ability to reason and to solve problems.
Those that do well in one area usually do well in other areas.

7. Spearman’s Two –Factor Theory Cont.
Most people are relatively better at certain things than others. (math, music, writing, or reading)
s = “specific intelligence”
Represents particular abilities of the individual.

8. Thurstone’s Theory of Primary Mental Abilities
Visual and Spatial
Perceptual Speed
Numerical
Verbal Meaning
Memory
Word Fluency
Deductive Reasoning
Inductive Reasoning

9. Gardner’s Theory of Multiple Intelligences
Linguistic
Logical-Mathematical
Visual-Spatial
Body-Kinesthetic
Musical-Rhythmic
Interpersonal
Intrapersonal
Naturalist

10. Gardner’s Theory of Multiple Intelligences
Each intelligence if different from one another
Each is based in different areas of the brain
Similar to Thurstone’s in the types of intelligences discussed
Different in that Thurstone defines intelligence as collective, while Gardner defines each intelligence as independent from the others.
Each intelligence exists side by side, but vary in intensity.
Can change over time
Represent intellectual potential- can be brought out in the right environment

11. Gardner’s Theory of Multiple Intelligences
Critics of theory feel that some of the areas are talents and not intelligence.
What do you think?

12. Sternberg’s Triarchic Theory
Believes that different kinds of intelligence all work together.
Triarchic (three-level) Model of Intelligence
Analytic - Problem-solving skills
Creative - Ability to deal with new situations
Practical – Ability to accomplish everyday tasks

13. Emotional Intelligence
Daniel Goleman – wanted to find out why smart people are not always as successful as might be expected.
Argues that our view of human intelligence is far too narrow, ignoring a crucial range of abilities that matter immensely in terms of how we do in life.
Points to 5 factors that are involved in success in school or on the job.

14. 5 Factors of Emotional Intelligence
Self-awareness – The ability to recognize our own feelings.
Mood management (managing emotions) – The ability to distract oneself from an uncomfortable feeling. Involves self-regulation and impulse control.
Self-motivation – The ability to move ahead with confidence and enthusiasm.
Empathy (Recognizing emotions in others) – The ability to read the subtle social signals that indicate what others need or want. Walk in another’s shoes.
Social Skills – The ability to communicate and cooperate with others. People skills

15. Intelligence Tests Stanford-Binet Intelligence Scale
Intelligence Quotient (IQ)- computed by dividing a child’s mental age by chronological age and multiplying by 100
Today- Standardized measure of intelligence based on a scale in which 100 is average
Otis-Lennon Ability Test
Measures cognitive abilities related to students ability to learn and succeed in school.
Assesses verbal and nonverbal reasoning abilities
Wechsler Tests
Assesses verbal and performance
Areas scored- vocabulary, information, arithmetic, and picture arrangement

16. Differences in Intelligence
Intellectual Disability
Having an IQ score at or below 70
Problems with communication, taking care of oneself, social skills, use of leisure time, travel in the community, self-direction, personal hygiene, and vocational training.

17. Levels of Intellectual Disability
Mildly Handicapped, but educable
80% of intellectual disability is mild
IQ range of 55 to 69
Not obvious- difficulty as children learning to walk, feed themselves, and talk.
Can learn to read and do math
Adults can take care of themselves and hold job
May need guidance and support

18. Levels of Intellectual Disability
Moderately Handicapped, but trainable
IQ range of 40-54
Can learn to speak, feed and dress themselves, take care of their own hygiene, and work in supportive, supervised conditions
Usually do not learn to read or do math
Down Syndrome people are usually in this range
Adults are usually not capable of self maintenance

19. Levels of Intellectual Disability
Severely Handicapped
IQ range of 25-39
Usually require constant supervision
Some understanding of speech and can respond
Can perform daily routines and repetitive activities with continuing direction in a protective environment. EX: self-feeding

20. Levels of Intellectual Disability
Profoundly Handicapped
IQ below 25
Can barely communicate
May show basic emotional responses
CANNOT feed or dress themselves
Totally dependent on others for their care

21. Intermediate Care Facility
Handles all levels of intellectual disability
Institutional setting Ex: State Hospitals
Parsons State Hospital
Kansas Neurological Institute (Topeka)
Behavior level may dictate placement
Guardians make ultimate decisions

22. Home & Community Based Service
Handles all levels of intellectual disability
Clients live in a private home setting with support and may work in the community with or without assistance.
State of Kansas is moving toward placements in this setting. Shutting down state hospitals for ID.
ResCare is the largest provider of disability services in the U.S. 38 states and Puerto Rico (Also in Canada & International)
Job Corps activities as well
ResCare website:

23. Jobs Working with People with Intellectual Disabilities
ResCare structure
Directors in main office ($35,000 - $50,000)
Program Coordinators
Home Managers – manages staff and clients in homes.
Direct support staff –work in homes in 8-12 hour shifts, starting wage $7.50 an hour. Must have H.S. diploma or GED.
Case Worker – Bachelors Degree in Psych or related field of study, starting wage $12 an hour.
Job Coach – helps client in the community with job, starting wage $7.50 an hour.

24. Behavior Toward People with Intellectual Disabilities
Be supportive
Don’t stare or point
ID clients want to treated like everyone else

25. Causes Before Birth During Birth After Birth Genetic Disorders
Metabolic Disorders
Any condition, event, or illness that interferes w/ the mental or physical development of an individual before, during or after birth (but before age 22) can cause a DD.
Additionally, DD's are most commonly caused by unknown factors, but can be genetic, social, or physiological. - BOOK
The following can cause DD before birth: The health & behavior of the mother during pregnancy, infections like rubella (German measles) (especially during the 1st 3 months), and alcohol. Poor nutrition & smoking can also cause low birth weight which increase risk of DD.
During birth the causes can include: Extremely difficult or abnormal delivery, and insufficient oxygen to the baby (anoxia) which results in brain damage.
After birth the causes can be: Accidents (falls, car wrecks) where head strikes a solid object, child abuse w/ blow to head or plain neglect (no cuddling or intellectual stimulation), illnesses (encephalitis, extremely high fever), lead poisoning. - BOOK (child abuse can cause CP)
Genetic disorders that can cause DD include: Abnormalities in cell structure, Down Syndrome, Cri du Chat, Trisomy 13, and Fragile X Syndrome
And finally, Metabolic disorders that can cause DD include: the inability of body to metabolize certain chemicals.

26. Causes of Retardation Accidents resulting in brain damage
Difficulties during childbirth
Abuse of alcohol or drugs by expectant mothers
Malnourishment or health problems of expectant mothers
Genetic disorders like Down Syndrome
For more information consult the website below:

27. Giftedness IQ of 130 of above Possess outstanding talent
Show the potential for performing at remarkably high levels of accomplishment in comparison to others of the same age, experience, or environment
Factors of motivation and creativity may play a role
Areas considered: music, language, math, science, leadership, creativity, visual or performing arts, etc.
Important to provide early intervention and rich, varied learning opportunities to develop full potential

28. Creativity
Linked to giftedness, but do not need to be gifted to be highly creative.
Ability to invent new solutions to problems or create original or ingenious materials.
Savant- a person who has mental retardation or autism yet who exhibits extraordinary skill or brilliance in a certain field. (Rain Man)
Intelligence does not guarantee creativity.
Creativity means being flexible, original, mentally agile (quick thinking).
Usually creative people are very expressive of their emotions, playful, and independent.

29. What Influences Intelligence? Nature vs. Nurture
Many psychologist believe that both heredity and environment influence intelligence.
45% believe that differences in IQ scores among people reflect both genetic and environmental factors.
15% believe that these differences reflect environmental factors alone.
1% believe that intelligence is determined entirely by genetic factors.
24% believe that there is not enough research info. to support any particular opinion.
Survey by Snyderman and Rothman (1987,1990)

30. Genetic Influences on Intelligence
Kinship Studies
Heritability- is the extent to which variations in a trait from person to person can be explained by genetic factors.
Most studies suggest suggest heritability is 40-70%
Identical Twin studies show scores are more similar than any other groups of people even when they are raised apart in different environments.
Moderate similarity exists for fraternal twins, siblings, and parents.
Similarities are weak between children and those unrelated.

31. Genetic Influences on Intelligence
Adoptee Studies
Compared adopted children’s IQ to biological parents and adoptive parents
Found more similarity between biological parents and children. Reinforces the role of heritability and genetics.
Some psychologist argue that stressing genetics alone will undermine the efforts of teachers and parents to help children develop skills and knowledge.

32. Environmental Influences on Intelligence
Some studies show that IQ scores are more alike for pairs of people who are reared together than for pairs reared apart.
True for identical twins, brothers and sisters, and those unrelated.
Suggests environment plays a role.
Home environment, parenting style, schooling, etc.

33. Home and Parenting
Parents are emotionally and verbally responsive to children’s needs.
Parents provide enjoyable and educational toys.
Parents are involved in children’s activities.
Parents provide varied daily experiences during preschool years.
Home is organized and safe.
Parents encourage independence-make own decisions and solve own problems

34. Preschool Programs – Head Start
Shown to increase IQ scores, achievement tests scores, and academic skills
Long term effects include: participants are less likely to repeat a grade or be placed in classes for slow learners.
More likely to graduate from high school, attend college, and earn more money.
Less likely to be a juvenile delinquent or be on welfare.

35. Adults and Intelligence
Older adults show some drop-off in intelligence on IQ tests, especially timed tests.
Vocabulary expands through life.
Intellectual functioning linked to environmental factors.
Income, education, stimulating job history, intact family life, travel, reading, cultural experience, marriage to spouse with high intellect, flexible personality.
The more factors present the higher the level of intellectual functioning.

36. Family Size and IQ See page 356 More About…..
Brightest children came from the smallest families with few brothers or sisters when they were born.
1st born children were usually brighter
Possible reasons- Less time with parents and more time with siblings
IQ suffered, but interpersonal skills improved

37. Cultural Bias –Problems w/ Tests
The wording used in questions may be more familiar to people of one social group than to another group.
Some test have been biased because they assess accumulated knowledge, which is dependent on a child’s environment and opportunities in that environment.
Very hard to make a totally unbiased test because all tests are based on the assumptions of a particular culture.
See Page 357 example Figure 13.10