Chapter 11 Intelligence. Points to Ponder §Think of some intelligent people. With these people in mind answer the following questions: 1. Do they share

Chapter 11

Intelligence

Points to Ponder

Think of some intelligent people. With these people in mind answer the following questions:

1. Do they share the same ways of thinking and

mental qualities?

2. Would your friends all agree that these people are

intelligent? Do you think some might disagree?

3. List behaviors you believe to be distinctly characteristic of

either particularly intelligent or particularly unintelligent people.

• Intelligent People

• Unintelligent People

4. Can intelligence be measured using relatively simple tests?

What is Intelligence?

Intelligence: the possession of knowledge, the ability to efficiently use knowledge to reason about the world, and the ability to use that reasoning adaptively in different environments

What is Intelligence?Sir Francis Galton

Related to Charles Darwin Success & eminence runs in families Advocated Eugenics Preached the natural superiority of white

men Coined the term nature vs. nurture Galton’s legacy = quantitatively measuring

intellectual ability

General IntelligenceFactor Analysis

A statistical procedure that identifies cluster of related items (called factors) on a test; used to identify different dimensions of performance that underlie one’s total score. For example, a number of tests of mechanical ability might be intercorrelated to enable factor analysis to reduce them to a few factors, such as fine motor coordination, speed, and attention.

General Intelligence

General Intelligence (g): A general intelligence factor that according to

Spearman (and others) underlies specific mental abilities and is therefore measured by every task on an intelligence task

(comparison…athleticism, if one is a good athlete, the person is probably good at several separate skills…speed, ability, hand-eye coordination, etc.

Contemporary Intelligence Theories

Multiple Intelligences (Howard Gardner): Gardner argued that we don’t have an intelligence

instead he believed we have multiple (9) intelligences

Contemporary Intelligence TheoriesGardner’s Multiple Intelligences

Linguistic Mathematical Spatial Musical Body-Kinesthetic Intrapersonal Interpersonal Naturalistic Existential

These 3 are the only ones that IQ tests sample because they are the forms most valued in school

Contemporary Intelligence TheoriesLinguistic/Verbal:

Involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals

Careers: author, journalist, speakerMathematical

Consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically

Careers: scientist, engineer, accountant

Contemporary Intelligence TheoriesSpatial

Seen in understanding relationships between objects

Careers: architect, artist, sailor

Musical Involves skill in the performance,

composition, and appreciation of musical patterns

Careers: composer, musician

Contemporary Intelligence TheoriesBody-Kinesthetic

Entails the potential of using one’s whole body or parts of the body to solve problems

Career: surgeon, craftsperson, dancer, athlete

Intrapersonal Involves the capacity to understand

oneself, to appreciate one’s feelings, fears, and motivations

Career: theologian, psychologist

Contemporary Intelligence TheoriesInterpersonal:

Is concerned with the capacity to understand the intentions, motivations, and desires of other people

Career: teacher, mental health professional

Naturalistic Involves human being ability to recognize,

categorize and draw upon certain features of the environment

Career: farmer, botanist, ecologist, landscaper


Existentialist: The ability to grapple with the big

questions of human existence, such as the meaning of life and death, with special sensitivity to issues of spirituality.

Career: Gardner didn’t identify any, but… philosopher


Triarchic Theory of Intelligence

(Robert Sternberg) Analytical Intelligence Creative Intelligence Practical Intelligence


Analytical Intelligence The type of intelligence measured by

traditional intelligence tests which present well-defined problems having a single right answer


Creative Intelligence Demonstrated in reacting adaptively to

novel situations and creating novel ideas


CreativityThere is a new mathematical operation called flix. It is defined as follows:

A flix B = A + B, if A> BBut… A flix B = A x B, if A< BAnd… A flix B = A/B, if A = B

How much is 4 flix 7 answer = 28


Colors are audibleFlavor is to tongue as shade is toA. EarB. LightC. SoundD. Hue

Answer = A. Ear


Practical Intelligence Often required for everyday tasks, which are

frequently ill-defined, with multiple solutions

C: $10 (Rows 21-30)

Field

B: $15 (Rows 11-20)

A: $20 (Rows 1- 10)

Mike wants to buy two seats together and is told there are pairs of seats available only in Rows 8, 12, 49 and 95-100. Which of the following is not one of his choices for the total price of the two tickets?A.$10B.$20C.$30D.$40

D: $5 (Rows 31-100)

Emotional IntelligenceEmotional Intelligence is comprised of four

components The ability to perceive and appraise emotions

accurately (to recognize them in faces, music, and stories)

The ability to manage emotions (to know how to express them in varied situations to promote growth & well-being)

The ability to understand emotions (predict emotions and know how they change and blend)

The ability to use emotions to enable adaptive or creative thinking

Intelligence and CreativityCreativity: the ability to produce novel and

valuable ideas

Intelligence and CreativityCreativity

Convergent Thinking: The type of critical thinking in which an individual analyzes a number of already formulated solutions to a problem to determine the one that is most likely to be successful. (IQ tests generally test convergent thinking. Convergent Thinking is often associated with

problem solving)

Intelligence and CreativityCreativity

Divergent Thinking: the type of creative thinking in which an individual formulate new solutions to problems. The aim of such thinking is often to generate

a variety of possible

answers, which can

then be analyzed and

evaluated.

Intelligence and Creativity

Five Components of Creativity Expertise Imaginative thinking skills Adventuresome personality Intrinsic Motivation A creative environment

Is Intelligence Neurologically Measureable?

Brain Size and Complexity Several studies report a positive correlation (+.40) between

brain size (adjusted for body size) and intelligence score. As adults age, brain size and nonverbal intelligence test scores fall in concert. Other studies suggest that highly educated people die with more synapses. The direction of the relationship between brain size & intelligence remains unclear. Larger brain size may enable greater intelligence but it is also possible that greater intelligence leads to experiences that exercise the brain & and build more connections, thus increase its size. Or some third factor may be at work. Some evidence suggests that highly intelligence people differ in neural plasticity (their ability to adapt and grow neural connection in response to their environment)

Brain Function

Perceptual Speed People who score high on intelligence tests tend

to retrieve information from memory more quickly. Research also suggests that the correlation between intelligence score and speed of taking in information tends to be about +.40 to +.50. Those who perceive quickly are especially likely to score higher on tests based on perceptual rather than verbal problem solving

Brain FunctionNeurological Speed

The brain waves of highly intelligent people register a simple stimulus such as a flash of light more quickly and with greater complexity. The evoked brain response also tends to be slightly faster when people with high intelligence rather than low intelligence scores perform a simple task, such as pushing a button when an X appears on the screen. As yet, psychologists have no firm idea of why fast reactions on simples tasks should predict intelligence test performance.

Assessing IntelligenceThe Origins of Intelligence Testing

Alfred Binet: Predicting School Achievement Was charged to develop a test to identify children

who would have difficulty succeeding in the regular classroom with the regular curriculum

Lewis Terman: The Innate IQ• Stanford-Binet: A revision of Binet’s intelligence test.

It measured IQ• Intelligence Quotient (IQ):

IQ= (mental age/chronological age) x 100 A 4 year old child who passed the test items appropriate

for a 5-year-old, would have an IQ of 125 (5/4 x 100)

Assessing Intelligence

Why isn’t this equation used today?

How is an intelligence score derived today?

Modern Tests of Mental Abilities

Aptitude Tests: Predicts the ability to learn a new skill. They

predict FUTURE performance

Achievement Tests: Reflects what you have learned

Wechsler Adult Intelligence Scale (WAIS) The most widely used intelligence test. It was

developed by David Wechsler and it contains both verbal and performance subtests

Modern Tests of Mental AbilitiesWechsler Adult Intelligence Scale (WAIS)

Verbal Scale• General Information (On what continent is France)

• Similarities

• Arithmetic Reasoning (If eggs cost 60 cents a dozen how much does one egg cost?)

• Vocabulary (What does audacity mean)

• Comprehension (Why are children required to go to school?)

• Digit Span (Repeat the following numbers backward:

2, 4, 3, 5, 8, 9, 6)

Modern Tests of Mental Abilities

Wechsler Adult Intelligence Scale (WAIS) Performance Scale:

• Picture Completion (What is missing from a picture)

• Picture Arrangement (Put a series of pictures in chronological order)

• Block Design (Assemble blocks to match a design)

• Object Assembly (Assemble the pieces into a complete object)

• Digit Symbol Substitution .

Block Design

Principle of Test ConstructionStandardization:

defining meaningful scores by comparison with the performance of a pretested standardization group

standardization can also refer to the administration, scoring, and interpretation of the test. If a test is standardized that means that the testing conditions are the same, the directions are the same, etc. for everyone taking the test

Principle of Test ConstructionNormal Curve

The symmetrical bell-shaped curve that describes the distribution of many physical and psychological attributes. Most scores fall near the average, and few scores lie near the extreme

To keep a normal distribution with the average score near 100, intelligence test such as Wechsler’s & the Stanford-Binet need to be restandardized (renormed) periodically

Principle of Test Construction

Flynn Effect: The gradual rise of IQ level that has been observed

since the time when records of IQs were first kept. Although the average IQ remains 100 due to periodic renorming of IQ tests, raw scores have been rising. These increases have been roughly 9 points per generation (i.e. 30 years). The gains have been unequally distributed across the different kinds of abilities, with fluid abilities showing substantially greater gains than crystallized abilities.

ReliabilityReliability

The ability of a measurement instrument to measure an attribute consistently. The higher the reliability of a test, the less likely it is that its scores will be affected by temperature, hunger, or other irrelevant changes in the environment or the test taker

ReliabilityTest-Retest Reliability:

A check of a test’s consistency determined by correlating the results of a test taken by the same subject at two different times

Split-Half Reliability: A check of a test’s consistency determined by

correlating a person’s score on two comparable halves of the test (odds vs. evens, 1st half vs. 2nd half)

Alternate Form Reliability: A check of a test’s consistency determined by

correlating two different forms of the test

Validity

Validity: The degree to which a test or

measurement accurately measures or reflects what is purports to measure

ValidityContent Validity

The degree to which the content of a test is related to what the test is supposed to measure. Content validity is evaluated with logic more than with statistics

ValidityCriterion Validity

This is estimated by correlating subjects’ scores on a test with their scores on an independent criterion (another measure) of the trait assessed by the test. For example, if you believe that possessing good organizational skills is the most important criterion for being a good teacher, then a person who scores high on a test for organization should also be a good teacher if the organization test has good criterion validity

Validity

Predictive Validity The success with which a test predict the

behavior it is designed to predict; it is assessed by computing the correlation between test scores and the behavior it is supposed to predict.

Is the predictive validity of general aptitude tests as high as the reliability

The Dynamics of Intelligence

Stability or Change? The stability of intelligence test scores

increases with age. By age 4, children’s performance on intelligence test begins to predict their adolescent and adult scores. After about age 7, intelligence scores, though certainly not fixed, stabilize

Extremes of Intelligence

The Low Extreme Mental Retardation (Cognitively Disabled):

To be labeled as cognitively disabled a person must have both a low test scores and difficulty adapting to the normal demands of living independently. This accounts for less than 1% of the total population with males outnumbering females by 50%

Extremes of IntelligenceThe Low Extreme

Down Syndrome: A chromosome disorder characterized by an extra chromosome 21. IQs are in the 40 to 55 range. This type of mental retardation accounts for no more than 4% of the population of cognitively disabled


The High Extreme Gifted is the other extreme. Contrary to the

popular myth that they are frequently maladjusted, research suggests that high-scoring children are healthy, well-adjusted and unusually academically successful

Extremes of IntelligenceIdentifying The Gifted Einstein was four years old before he could speak and seven before he could read. Isaac Newton did poorly in grade school. When Thomas Edison was a boy, his teachers told him he was too stupid to learn

anything. F.W. Woolworth got a job in a dry goods store when he was 21. But his employers

would not let him wait on a customer because he "Didn't have enough sense." A newspaper editor fired Walt Disney because he had "No good ideas" Caruso's music teacher told him "You can't sing, you have no voice at all." Leo Tolstoy flunked out of college. Verner Von Braun flunked 9th grade algebra. Admiral Richard E. Byrd had been retired from the navy, as, "Unfit for service"

Until he flew over both poles. Louis Pasteur was rated as mediocre in chemistry when he attended the Royal

College Abraham Lincoln entered The Black Hawk War as a captain and came out a private Fred Waring was once rejected from high school chorus. Winston Churchill failed the sixth grade.

Extremes of IntelligenceWhat are some characteristics of gifted children

Many gifted children learn to read early, with better comprehension of the nuances of language. As much as half the gifted and talented population has learned to read before entering school.

Gifted children often read widely, quickly, and intensely and have large vocabularies.

Gifted children commonly learn basic skills better, more quickly, and with less practice.

They are better able to construct and handle abstractions. They often pick up and interpret nonverbal cues and can draw inferences

that other children need to have spelled out for them. They take less for granted, seeking the "hows" and "whys." They can work independently at an earlier age and can concentrate for

longer periods. Their interests are both wildly eclectic and intensely focused. · They often have seemingly boundless energy, which sometimes leads to

a misdiagnosis of hyperactivity.


Should gifted students be segregated from the regular classroom?

Controversy surrounds “gifted child” programs in which the “gifted” are segregated and given academic enrichment not available to the masses. Critics mote that tracking by aptitude sometimes creates a self-fulfilling prophecy: those implicitly labeled “ungifted” can be influenced to become so. Denying lower-ability students opportunities for enriched education can widen the achievement gap between ability groups and increase their social isolation from one another.

Genetic InfluencesStudies of twins, family members, and adopted

children together point to a significant genetic contribution to intelligence scores. For example, the test scores of identical twins reared together are virtually the same as those of the same person taking the same test twice. Identical twins reared separately are similar enough to lead one researcher to estimate that about 70% of intelligence score variation can be attributed to genetic variation.

Genetic InfluencesHeritability Heritability refers to the extent to which differences

among people are attributable to genes. To say that the heritability of intelligence is 50% does NOT mean that half of an individual’s intelligence is inherited. Rather it means that we can attribute to heredity 50% of the variation of intelligence among those we studied.

So the heritability of intelligence for identical twins is 0%, meaning that we can attribute the 0% of the differences in intelligence for identical twins to genes (since they have the exact same hereditary makeup)

Environmental Influences

Early Intervention Effects: Fraternal Twins

Identical Twins raised apart

Children raised in neglectful or enriched environments

Environmental Influences

Schooling Effects

Research indicates that schooling and intelligence are related. Intelligence scores rise during the school year and fall over the summer. The Flynn effect is probably partly due to increasing years of school over the last half-century.

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Chapter 11 Intelligence. Points to Ponder §Think of some intelligent people. With these people in mind answer the following questions: 1. Do they share