What is intelligence?What is intelligence?

Think of the smartest person you Think of the smartest person you know.know.– Why did you pick that person?Why did you pick that person?

Think of some other intelligent people.Think of some other intelligent people.– What makes them different?What makes them different?

Intelligence is hard to nail down.Intelligence is hard to nail down.

Official DefinitionOfficial Definition

Intelligence – The ability to learn from Intelligence – The ability to learn from one’s experiences, acquire knowledge, one’s experiences, acquire knowledge, and use resources effectively in and use resources effectively in adapting to new situations or solving adapting to new situations or solving problems.problems.

Theories of IntelligenceTheories of Intelligence

Spearman, 1904:Spearman, 1904:– Two primary intellectual abilitiesTwo primary intellectual abilities

General intelligence (g factor)General intelligence (g factor)– Overall Reasoning & Problem solvingOverall Reasoning & Problem solving

Specific intelligence (s factor)Specific intelligence (s factor)– Excellence in task-specific abilitiesExcellence in task-specific abilities

e.g. music or mathe.g. music or math

More Theories of More Theories of IntelligenceIntelligence

Sternberg’s triarchic theory.Sternberg’s triarchic theory.– Identifies 3 distinct kinds of Identifies 3 distinct kinds of

intelligenceintelligence Analytical, Creative, and PracticalAnalytical, Creative, and Practical

Gardner’s theory of multiple Gardner’s theory of multiple intelligences.intelligences.– Identifies 9 different types of Identifies 9 different types of

intelligenceintelligence

Gardner’s Multiple Gardner’s Multiple IntelligencesIntelligences

Spatial (i.e. Solving puzzles)Spatial (i.e. Solving puzzles) Linguistic (i.e. Reading and writing)Linguistic (i.e. Reading and writing) Logical (i.e. Mathematics)Logical (i.e. Mathematics) Kinesthetic (i.e. Timing and hand-eye Kinesthetic (i.e. Timing and hand-eye

coordination.coordination. Musical (i.e. Sensitivity to sounds)Musical (i.e. Sensitivity to sounds) Interpersonal - Interaction with othersInterpersonal - Interaction with others Intrapersonal (i.e. Self-reflection)Intrapersonal (i.e. Self-reflection) Naturalistic - Awareness of natural surroundingsNaturalistic - Awareness of natural surroundings Existential - Spiritual or religious intelligenceExistential - Spiritual or religious intelligence

Measuring IntelligenceMeasuring Intelligence

Stanford-Binet: Intelligence QuotientStanford-Binet: Intelligence Quotient– Intelligence can be identified by dividing Intelligence can be identified by dividing

mental age by chronological age and mental age by chronological age and multiplying by 100.multiplying by 100.

– IQ = (MA/CA)*100IQ = (MA/CA)*100 Example: a 10 year old thinks like a 15 year Example: a 10 year old thinks like a 15 year

old. His IQ is (15/10)*100, or old. His IQ is (15/10)*100, or 150150.. Allows us to make comparisons based on Allows us to make comparisons based on

age.age. Intended to measure learning ability, not Intended to measure learning ability, not

what is already known.what is already known.

It’s Not PerfectIt’s Not Perfect

Problems with IQ:Problems with IQ:– Originally designed for childrenOriginally designed for children

Wechsler’s ResponseWechsler’s Response

Wechsler developed new tests.Wechsler developed new tests.– He targeted three specific age He targeted three specific age

groups.groups. Wechsler Adult Intelligence Scale Wechsler Adult Intelligence Scale

(WAIS)(WAIS) Wechsler Intelligence Scale for Children Wechsler Intelligence Scale for Children

(WISC)(WISC) Wechsler Preschool and Primary Scale Wechsler Preschool and Primary Scale

of Intelligence (WPPSI)of Intelligence (WPPSI)

Bigger ProblemsBigger Problems

IQ tests have a cultural bias.IQ tests have a cultural bias.– Tests often draw on past experience.Tests often draw on past experience.– Language differences.Language differences.

Picture-only IQ tests.Picture-only IQ tests.

Individual DifferencesIndividual Differences

Mental Retardation:Mental Retardation:– IQ is 70, or lower and low score on IQ is 70, or lower and low score on

adaptive functioning scale.adaptive functioning scale. Giftedness:Giftedness:

– IQ is 130 IQ is 130

and aboveand above

Mental RetardationMental Retardation

Developmentally delayedDevelopmentally delayed - condition in - condition in which a person’s behavioral and which a person’s behavioral and cognitive skills exist at an earlier cognitive skills exist at an earlier developmental stage than the skills of developmental stage than the skills of others who are the same chronological others who are the same chronological age. A more acceptable term for age. A more acceptable term for mental retardation.mental retardation.– A 20 year old acts like a 10 year old.A 20 year old acts like a 10 year old.– (10/20)*100. Their IQ is 50.(10/20)*100. Their IQ is 50.

Mental RetardationMental Retardation

Levels of developmental delayLevels of developmental delay– Mild: 55-70 IQMild: 55-70 IQ– Moderate: 40-55 IQModerate: 40-55 IQ– Severe: 25-40 IQSevere: 25-40 IQ– Profound: Below 25 IQProfound: Below 25 IQ

Mental RetardationMental Retardation

What does it mean to have a low IQ?What does it mean to have a low IQ?

Mental RetardationMental Retardation

Causes:Causes:– Deprived EnvironmentDeprived Environment

Inadequate healthcare; Under-stimulation.Inadequate healthcare; Under-stimulation.

– Chromosome & Genetic DisordersChromosome & Genetic Disorders Down Syndrome & Trisomy 21: each cell Down Syndrome & Trisomy 21: each cell

in the body has three copies of in the body has three copies of chromosome 21, instead of two. Trisomy chromosome 21, instead of two. Trisomy 21 is not inherited.21 is not inherited.

– Dietary DeficienciesDietary Deficiencies Fetal Alcohol Syndrome; MalnutritionFetal Alcohol Syndrome; Malnutrition

GiftednessGiftedness

GiftedGifted - the 2 percent of the population - the 2 percent of the population falling on the upper end of the normal falling on the upper end of the normal curve and typically possessing an IQ of curve and typically possessing an IQ of 130 or above.130 or above.

Heredity, Environment, & Heredity, Environment, & IntelligenceIntelligence

Stronger correlations are found between IQ Stronger correlations are found between IQ scores as genetic relatedness increases.scores as genetic relatedness increases.

Heritability of IQ is estimated to be .50.Heritability of IQ is estimated to be .50. However, genes always interact with However, genes always interact with

environmental factors to determine IQ. In environmental factors to determine IQ. In some extreme cases, the environment can some extreme cases, the environment can modify even very heritable traits.modify even very heritable traits.– i.e. Feral Childreni.e. Feral Children

Emotional IntelligenceEmotional Intelligence

Emotional IntelligenceEmotional Intelligence – Awareness – Awareness and ability to manage one’s own and ability to manage one’s own emotions as well as the ability to emotions as well as the ability to be self-motivated, able to feel what be self-motivated, able to feel what others feel, and socially skilled.others feel, and socially skilled.– Can you think of anyone that has Can you think of anyone that has

plenty of “book smarts,” but no plenty of “book smarts,” but no common sense?common sense?

Emotional IntelligenceEmotional Intelligence

So, are gifted people weird?So, are gifted people weird? What about “Mad Scientists?”What about “Mad Scientists?” Lewis M. Terman (1921):Lewis M. Terman (1921):

– 1,528 gifted children in a longitudinal study.1,528 gifted children in a longitudinal study.– He found that gifted children were socially He found that gifted children were socially

well adjusted and often skilled leaders.well adjusted and often skilled leaders.– He found that the gifted were He found that the gifted were notnot more more

susceptible to mental illness, but susceptible to mental illness, but more more resilientresilient..

– Typically, they grew into successful adults.Typically, they grew into successful adults.

Emotional IntelligenceEmotional Intelligence

CriticismsCriticisms– Terman’s study has been criticized Terman’s study has been criticized

for a lack of objectivity because he for a lack of objectivity because he became too involved in the lives of became too involved in the lives of his participants, even to the point of his participants, even to the point of interfering on their behalf.interfering on their behalf.