1. Intelligence I.How is intelligence measured? A.Binet’s test of intelligence 1.The concept of mental age 2.The intelligence quotient 3.The Stanford-Binet test B.The Wechsler scales C.Infant intelligence 1.The Bayley scales of infant development 2.Habituation and preference measures II.What is intelligence? A.The Psychometric view 1.Nature/nurture and the stability of intelligence 2.Is intelligence a single attribute? a.Factor analysis b.Spearman’s “g” and “s” c.Thurstone’s primary mental abilities d.Guildford’s Structure of Intellect e.Cattell’s Fluid versus Crystallized intelligence B.The information processing view 1.Sternberg’s triarchic theory of intelligence 2.Gardner’s theory of multiple intelligences III.What do intelligence tests predict? A.Scholastic achievement B.Occupational status C.Health, adjustment, and life satisfaction IV.Common uses (and abuses) of IQ tests A.A historical look at IQ testing B.Uses of IQ tests 1.Terman’s mass testing of children 2.Yerkes’ army mental testing

2. Measures of Intelligence The Stanford-Binet test The Stanford-Binet test Mental age and chronological age The Intelligence Quotient (IQ) Alfred Binet

3. Measures of Intelligence The Wechsler Scales The WISC-IV (Wechsler Intelligence Scale for Children) – 6 to 16 yrs David Wechsler The WPPSI-III (Wechsler Preschool and Primary Scale of Intelligence-Revised) – 2 to 7 yrs

4. Measures of Intelligence Infant Intelligence The Bayley Scales of Infant Development (BSID-III) Nancy Bayley Habituation and Preferential looking measures Speed of habituation Preference for novelty Cognitive, Language, Motor Socio-Emotional, Adaptive Behavior The Developmental Quotient (DQ)

5. The Psychometric View of Intelligence Intelligence can be thought of as a trait, or set of traits, that characterize some people to a greater extent than other people Four different psychometric view 1.The ability to carry out abstract thinking (Terman, 1921) 2.The capacity of an individual to act purposefully and think rationally, and to deal effectively with the environment (Wechsler, 1944) 3.Innate, general cognitive ability (Burt, 1955) 4.All of the knowledge a person has acquired (Robinson & Robinson, 1965)

6. Factor Analysis Test Items: 1 2 3 4 5 6 7 8 9 10 Highly correlated test items: 1, 3, 4, 8 2, 5, 9, 10 6, 7 Factor Structure: Questions related to verbal ability Questions related to mathematical reasoning Questions related to spatial abilities

7. Structure of Intellect Model Guildford’s (1967) Content: What a person thinks about Operations: The kinds of thinking required Products: The kinds of answers required J. P. Guilford

8. Fluid versus Crystallized Intelligence (Cattell, 1971, 1984) Fluid intelligence: The ability to solve abstract relational problems that have not been explicitly taught and are free of cultural influences Ex., Verbal analogies, memory for lists, etc. Crystallized intelligence: The ability to solve problems that depend on knowledge acquired in school or through other experiences Ex., General information, word comprehension Developmental flavor Raymond Cattell

9. Triarchic Theory of Intelligence Sternberg (2001, 2005, 2008) Robert Sternberg Analytic intelligence Information processing components that underlie all intelligent acts Strategies, self-regulation, metacognitive knowledge Creative intelligence The ability to generate solutions to new problems The automatization of tasks to free working memory Practical intelligence Adapting to, shaping, or selecting the environment Fit one’s desires to the demands of the environment

10. Theory of Multiple Intelligences Gardner (1983, 1993) Howard Gardner No general intelligence 8 (or 9 according to some) intelligences Each has a unique biological basis, course of development, and end-state Problems with theory Neurological evidence Several dimensions have features in common

11. What Do Intelligence Tests Predict? IQ and scholastic achievement IQ predicts academic achievement Caveats IQ and occupational success IQ and job prestige IQ and job performance IQ and health, adjustment, and life satisfaction Terman’s longitudinal study with school children Family environment hypothesis

12. Binet’s Principles for the Use of the Intelligence Measure 1.The scores are a practical device; they do not support any theory of intellect. They do not define anything innate or permanent. We do not designate what they measure as “intelligence.” 2.The scale is a rough, empirical guide for identifying mild-retarded and learning disabled children who need special help. It is not a device for ranking normal children. 3.Whatever the cause of difficulty in children identified for help, emphasis shall be placed on improvement through special training. Low scores shall not be used to mark children as innately incapable Gould, 1981, p. 155