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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
TWINS .60 .52
Theories and Tests of Intelligence
• IQ tests– Intelligence quotient (IQ) tests attempt to
measure an individual’s probable performance in school and similar settings.
Binet (1857-1911) and Simon created 1st IQ ← test in 1905
4.4
Binet Intelligence Tests
Mental Age
Intelligence Quotient (IQ)
• An individual’s level of mental development relative to others
MentalAgeIQ = 100
Chronological Age
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
4.8
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Bell Curve
Individual Intelligence TestsThe 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
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).
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)
The Psychometric Approach
Intelligence -
• A single attribute?
– Spearman (1863-1945)
2 – factor theory of intelligence
“g” = general ability
“s” = special abilities
Measurements of sprinting, high jumping, and long jumping correlate with one another because they all depend on the same leg muscles.
• Many attributes?
– Thurstone: 7 primary mental abilities
• Spatial ability, perceptual speed, numeric reasoning, verbal meaning, word fluency, memory, inductive reasoning
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.
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?
Concept Check:
• Ten years later, the chess player achieves grandmaster status. Is this a result of fluid or crystallized intelligence?
Savant Syndrome condition in which a person otherwise limited in mental
ability has an exceptional specific skill Calculation abilities Drawing Musical
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 Automatization (not best method for intelligence testing)intelligence testing)
• Componential Component (“academic or analytical”)
– Information processing
– Efficiency of strategies
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
The Child
• DQ does not predict later IQ
• IQ gains
– Parents foster achievement
– Neither strict nor lax parenting
• IQ drops: Poverty
– Cumulative deficit hypothesis
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
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
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
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
Race and Ethnicity
• Stereotype threat– Fear that that one will be
judged to have the qualities associated with negative stereotypes
The Adult
• Strong relationships between
– IQ and occupational prestige
– IQ and job performance
– IQ and good health/longevity
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
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
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
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
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
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
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