1. Types of Intelligence: What Does It Mean to Be Smart?

2. Intelligence What is intelligence?
Are there different types of intelligence?
If so, how many?
Can intelligence be measured?
Not all psychologists agree on the answers to these important questions

3. What Is IQ? IQ: Intelligence Quotient Score on an intelligence test
Meaning has changed over time

4. Intelligence Testing: History
Alfred Binet and Theodore Simon
Developed first intelligence test ( )
Identify students who need extra help
Test many normal children at each age
Compare individual’s score to “normal” scores
Mental age
Chronological age

5. Question

6. What does IQ stand for? A) Intelligence Quantity
B) Intelligence Quotient
C) Instant Quotient
D) Intelligence Quota
E) Inane Quotient

7. What does IQ stand for? A) Intelligence Quantity
B) Intelligence Quotient
C) Instant Quotient
D) Intelligence Quota
E) Inane Quotient

8. Intelligence Testing: History
Lewis Terman (Stanford University)
Developed American version of the Binet-Simon test, called the Stanford-Binet test, for ages 2 to adult
David Wechsler
Wechsler Adult Intelligence Scale (WAIS)
Wechsler Intelligence Scale for Children (WISC)
Performance and verbal subtests

9. Question

10. Alfred Binet and Theodore Simon are credited with ________.
A) devising a universal definition of intelligence
B) explaining the difference between general and specific intelligence
C) developing physiological measures of brain activity in response to intellectual tasks
D) creating the first intelligence test
E) improving the American education system in the early 1900s

11. Alfred Binet and Theodore Simon are credited with ________.
A) devising a universal definition of intelligence
B) explaining the difference between general and specific intelligence
C) developing physiological measures of brain activity in response to intellectual tasks
D) creating the first intelligence test
E) improving the American education system in the early 1900s

12. Calculating IQ Problem: people don’t get stupider with age mental age
Modern approach
Compare individual to standardized sample
IQ =
mental age
chronological age
x 100

13. The Normal Curve
Population
Mean
Standard deviation

14. Question

15. The standard deviation indicates ________.
A) the average score
B) the degree to which individual scores vary from the mean
C) the number of scores that deviate from the mean
D) the ratio of scores above the mean
E) the ratio of scores at the mean

16. The standard deviation indicates ________.
A) the average score
B) the degree to which individual scores vary from the mean
C) the number of scores that deviate from the mean
D) the ratio of scores above the mean
E) the ratio of scores at the mean

17. Reliability and Validity
A good test must be valid and reliable
Reliability
Test produces consistent results
Validity
Test measures what it is supposed to
The WAIS-III is highly reliable, but is it a valid measure of intelligence?

18. Question

19. E) reliable; consistent
Measuring your feet at the beginning of this course and then measuring you feet at the end of it would be a ________ measure, but NOT a ________ measure of your IQ.
A) valid; reliable
B) reliable; valid
C) truthful; real
D) valid; consistent
E) reliable; consistent

20. E) reliable; consistent
Measuring your feet at the beginning of this course and then measuring you feet at the end of it would be a ________ measure, but NOT a ________ measure of your IQ.
A) valid; reliable
B) reliable; valid
C) truthful; real
D) valid; consistent
E) reliable; consistent

21. IQ and Achievement IQ tends to be related to achievement
High school and college grades
Job prestige and salary
Marital stability
However, IQ accounts for only a small amount of the variation in job success
Correlation is not causation
Motivation, education, culture are important

22. Question

23. Is IQ associated with achievement in the real world?
A) It is impossible to tell
B) Yes, but only for those with high IQ
C) No, there are no correlations of IQ and achievement
D) Yes, but the relationship is small
E) Yes, but IQ only relates to school achievement

24. Is IQ associated with achievement in the real world?
A) It is impossible to tell
B) Yes, but only for those with high IQ
C) No, there are no correlations of IQ and achievement
D) Yes, but the relationship is small
E) Yes, but IQ only relates to school achievement

25. One Intelligence or Many?
Charles Spearman
g: general factor
s: specific factors
Intelligence depends mostly on g

26. One Intelligence or Many?
Crystallized intelligence
Fluid intelligence
Aging
Crystallized intelligence doesn’t suffer
Fluid intelligence tends to decrease

27. One Intelligence or Many?
Carroll’s three-stratum model
Top strata is g, general intelligence
Second strata includes fluid and crystallized intelligence with 6 other broad abilities
Third strata includes 69 specific abilities

28. Question

29. Crystallized intelligence is to fluid intelligence as ________.
A) knowing facts is to creating novel solutions
B) novel solutions is to knowing facts
C) essential is to optional
D) optional is to essential
E) strong is to weak

30. Crystallized intelligence is to fluid intelligence as ________.
A) knowing facts is to creating novel solutions
B) novel solutions is to knowing facts
C) essential is to optional
D) optional is to essential
E) strong is to weak

31. Emotional Intelligence (EI)
Managing
Understanding
Perceiving emotions
Facilitating thought with emotion
Handling relationships
Women tend to have higher EI than men

32. Question

33. You notice that a friend grimaces when you mention another person's name and you realize that your friend has a problem with this person. What aspect of the four-branch model of emotional intelligence does this illustrate?
A) Understanding emotion
B) Managing emotion D) Perceiving emotion
C) Facilitating emotion E) Initiating emotion

34. You notice that a friend grimaces when you mention another person's name and you realize that your friend has a problem with this person. What aspect of the four-branch model of emotional intelligence does this illustrate?
A) Understanding emotion
B) Managing emotion D) Perceiving emotion
C) Facilitating emotion E) Initiating emotion

35. Multiple Intelligences
Howard Gardner (8 or 9 forms of intelligence)
Linguistic intelligence
Spatial intelligence
Musical intelligence
Logical-mathematical intelligence
Bodily-kinesthetic intelligence
Intrapersonal intelligence
Interpersonal intelligence
Naturalist intelligence
Existential intelligence (tentative)

36. Question

37. C) genetically determined D) unrelated to culture
According to Howard Gardner, the types of intelligence should be viewed as ________.
A) irrelevant
B) distinct
C) genetically determined
D) unrelated to culture

38. C) genetically determined D) unrelated to culture
According to Howard Gardner, the types of intelligence should be viewed as ________.
A) irrelevant
B) distinct
C) genetically determined
D) unrelated to culture

39. ANOTHER question

40. A) linguistic B) mathematic C) spatial D) body E) general
According to Gardner, if you are good at understanding literature, you have high ________ intelligence.
A) linguistic
B) mathematic
C) spatial
D) body
E) general

41. A) linguistic B) mathematic C) spatial D) body E) general
According to Gardner, if you are good at understanding literature, you have high ________ intelligence.
A) linguistic
B) mathematic
C) spatial
D) body
E) general

42. Multiple Intelligences
Robert Sternberg (3 forms of intelligence)
Analytic intelligence
Practical intelligence
Creative intelligence

43. Brain Size and Intelligence
Is bigger always better?
Depends more on size of crucial brain areas
Females tend to have smaller brains but equal IQs
Correlation between size and intelligence is small
Correlation is not causation

44. IQ and Speed of Processing
Is IQ correlated with speed of information processing?
Mixed results
Those with higher IQs are better able to judge which of two briefly presented lines are longer
Measures of neural conduction are only weakly related to intelligence

45. Question

46. What is the relationship between brain size and IQ?
A) Brain size has no impact on IQ
B) They are correlated
C) Large brains usually indicate lower IQ
D) They are not correlated
E) This has not been investigated

47. What is the relationship between brain size and IQ?
A) Brain size has no impact on IQ
B) They are correlated
C) Large brains usually indicate lower IQ
D) They are not correlated
E) This has not been investigated

48. IQ: Genes and Environment
Adoption studies
Correlation of IQs for identical twins raised apart is higher than that for fraternal twins and nontwin siblings raised together
An adopted child’s IQ correlates higher with the biological mother’s IQ than with the adoptive mother’s IQ
Strong evidence of the link between genes and IQ

49. Genetic Relatedness and IQ

50. Question

51. The correlation of IQ's for adult identical twins raised apart is ________.
A) higher than for fraternal twins raised together
B) lower than for fraternal twins raised together
C) the same as fraternal twins raised together
D) the same as identical twins raised together
E) higher than for identical twins raised together

52. The correlation of IQ's for adult identical twins raised apart is ________.
A) higher than for fraternal twins raised together
B) lower than for fraternal twins raised together
C) the same as fraternal twins raised together
D) the same as identical twins raised together
E) higher than for identical twins raised together

53. IQ: Genes and Environment
Effects of environment
Stoolmiller (1999) estimated the effects of the environment on IQ to be 57%
Microenvironment
Selecting the environment as we age
Reaction range

54. Question

55. The effects of genes versus environment are best understood through ________.
A) observational studies.
B) sibling studies.
C) adoption studies.
D) examination of the brain.
E) reasoned analysis.

56. The effects of genes versus environment are best understood through ________.
A) observational studies.
B) sibling studies.
C) adoption studies.
D) examination of the brain.
E) reasoned analysis.

57. Group Differences in IQ
Race differences
Test bias
Environmental differences
Adopted blacks
WWII 1/2 black children
Microenvironments
Sex differences

58. Question

59. The fact that microenvironments influence intelligence suggests that ________.
A) only genetic factors determine what is viewed as an appealing environment
B) it is impossible to understand how the environment impacts intelligence
C) even though identical twins have more genes in common than do siblings, both groups tend to have similar
microenvironments
D) your genes help shape aspects of the environment itself
E) aspects of your environment can help reshape your genes

60. The fact that microenvironments influence intelligence suggests that ________.
A) only genetic factors determine what is viewed as an appealing environment
B) it is impossible to understand how the environment impacts intelligence
C) even though identical twins have more genes in common than do siblings, both groups tend to have similar
microenvironments
D) your genes help shape aspects of the environment itself
E) aspects of your environment can help reshape your genes

61. Boosting IQ The Flynn effect
Average IQ increases 3 points every 10 years
Explanations?
Daily life is more challenging
Nutrition is better
Reasoning ability stressed by IQ tests has gotten better, not IQ itself
Hybrid vigor

62. The Pygmalion Effect Random selection of children
Self-fulfilling prophecy

63. Mental Retardation IQ less than 70 4-7 million Americans
Islands of excellence
Savants

64. Mental Retardation Genetic influences Environmental influences
Down syndrome
Fragile X syndrome
Autism
Environmental influences
Fetal alcohol syndrome
Childhood diseases
Exposure to environmental toxins
Inadequate medical care

65. Question

66. A person is generally considered to be mentally retarded if they have an IQ score of ________ or less.
A) 25
B) 60
C) 70
D) 80
E) 100

67. A person is generally considered to be mentally retarded if they have an IQ score of ________ or less.
A) 25
B) 60
C) 70
D) 80
E) 100

68. The Gifted
IQ of
Prodigies
Gifted child  Gifted adult?

69. Creativity
The ability to produce something original of high quality or to devise effective new ways of solving a problem
Two stages of creativity
Generate various possible solutions
Select among them

70. Creative People Characteristics No strong genetic relationship
Use of analogies
High intelligence
Wide interests
Don’t like dogma
High self-esteem
Work hard
No strong genetic relationship
Creativity and mental stability?