1. Intelligence
Chapter 9

2. What is Intelligence?
Intelligence: abilities to learn from experience, think rationally, deal effectively with others
Achievement: refers to knowledge and skills gained from experience, not intelligence
Intelligence can provide basis for achievement, ability to learn
Theories of Intelligence:
Charles Spearman, 2 Factor Theory: 1900, people who do well on one type of intelligence test do well on others too, thus general intelligence underlies all intellectual abilities
Specific factors account for people specific abilities
LL Thurstone, Theory of Primary Mental Abilities: 1930’s, no one general intelligence but 7 primary mental abilities (Fluency, verbal comprehension, spatial visualization, facility with numbers, memory, reasoning, and perceptual speed)
Later added something like general intelligence

3. What is Intelligence?
Howard Gardner, Theory of Multiple Intelligences: 1983, studied cultures and proposed new set of 7 intelligences which expanded to 9
(verbal, logical-mathematical, visual-spatial, bodily-kinesthetic, musical-rhythmic, interpersonal, intrapersonal, naturalist, existential)
Separate of each other, good at 1 doesn’t mean good at all
Robert Sternberg, Triarchic Theory: 1985
Analytical intelligence (academic courses), creative intelligence, practical intelligence
Peter Salovey & John Mayer, Emotional Intelligence: 1990
Why smart people aren’t always as successful as we might expect?
Emotional intelligence: 5 factors involved in success in school or job
Self-awareness, Mood management, Self-motivation, Impulse Control, People Skills

4. Measurement of Intelligence
Two Intelligence Tests:
Stanford-Binet Scale: 1905, France
Assumed intelligence increased with age, questions for different ages, earned months of credit for correct answers, score of mental age not same as chronological age
Mental Age: shows true intellectual level at which a child is functioning
Brought to US, modified to SBIS
Today has Intelligence Quotient: IQ, number that reflects relationship between child’s mental age and chronological age M/C x 100 = IQ
Transformed Score: any score that has been changed from a raw score in a systematic way, easier to compare

5. Measurement of Intelligence
The Wechsler Scales: more widely used for children & adults
Subtests measure different intellectual skills
Reveals relative strengths and weaknesses as well as overall intelligence
No mental age concept
Measures verbal & nonverbal abilities (verbal, nonverbal, combined)
Reliability & Validity: criteria for tests
Reliability: its consistency
Test-retest reliability: comparing scores earned by the same person on the same test taken at different times
Both IQ tests very reliable
Validity: measures what it is suppose to measure
B/c intelligence is hard to determine it is hard to determine if test to measure it is valid

6. Measurement of Intelligence
Controversies & Problems:
Controversies:
1800’s wanted to reduce number of unintelligent people and give highest level jobs to those with most intelligence
US used for immigrants, do poorly deported
Many countries sterilized unintelligent, Nazi’s
Cultural bias
Problems:
Education & economic background make a difference
MOTIVATION!
Negative stereotypes

7. Difference in Intelligence
Average Intelligence:
Average IQ is 100 by design
½ of US score , 95%
5% 70 or below mentally disabled, gifted
Mental Disability: having an IQ of 70 or below
Commonly associated with problems in communication, taking care of oneself, social skills, self-direction, travel in community, vocational training
Different Levels:
Mild: 80%, not obvious
Children have more problems in school, learning to walk, feed self, talk, able to read, write, do math
As adults care for selves & have jobs, but need occasional guidance or support

8. Difference in Intelligence
Moderate: IQ score 35-49
Learn to speak, feed, dress selves and work under supportive conditions
Do not learn to read or solve math problems
Down Syndrome
Usually not capable of self-maintenance
Can participate in simple recreation, travel alone to familiar places
Severe: IQ 20-34
Usually require constant supervision
May have trouble understanding speech and responding
Perform daily routines and repetitive activities, need continuing direction and protective environment
Some can learn basic self-help tasks, feeding
Profound: IQ 20 or below
Sow basic emotional responses
Cannot feed or dress themselves
Dependent on others for care throughout life

9. Differences in Intelligence
Causes of Mental Disability:
Accidents
Difficulty during childbirth
Pregnancy: using alcohol & drugs, malnourishment, other health problems
Genetic disorder or abnormality
Giftedness: those who have IQ scores of 130 or above
possess outstanding talent or to show the potential for performing at remarkably high levels of accomplishment when compared with other people of the same age, experience, or environment
Prodigy: develops special skills in a particular talent or discipline in childhood, level comparable or above, most adults in the field
Mozart, Bernini, Venus & Serena Williams, Ruth Lawrence
Motivation & creativity, insight, parent helping, gifted in certain areas

10. Differences in Intelligence
Creativity: ability to invent new solutions to problems or to create original or ingenious materials
Einstein: “The true sign of intelligence is not knowledge but imagination.”
Highly intelligent people are more likely than the average person to be creative, but all creative people are highly intelligent

11. What Influences Intelligence?
Nature vs. Nurture
Genetic Influences:
Kinship Studies: in intelligence is genetic then closely related people should have more similar intelligence scores than distantly related ones
Often use identical twins
Thomas Bouchard, 100 studies
Identical twins are more similar than other people, even when grow up in separate environments
Fraternal twins, brothers & sisters, parents & children more moderate
Heritability: the extent to which variations in a trait from person to person can be explained by genetic factors
Ranges from 40-60%
Adoptee Studies: those who live with biological parents and adoptive parents
Intelligence scores are more like those of biological parents than adoptive

12. What Influences Intelligence?
Environment:
Intelligence scores more similar for those that grew up together than those that grew up separately
Home environment, parenting style, school, environmental factors
Home & Parenting:
Parents are emotionally & verbally responsive to child’s needs
Parents provide enjoyable educational toys
Parents involved in children’s activities
Parents provide varied daily experiences throughout preschool years
Home environment well-organized and safe
Kids encouraged to be independent to make decisions & solve problems

13. What Influences Intelligence?
Preschool:
Develop intelligence & prepare kids for school
Head Start, 1965, economically disadvantaged kids better start in school
Parental involvement important
Health, education, social services
Books, games, puzzles, drawing, toys, animals, dolls, interact with other kids & teacher
Increase intelligence test scores, achievement test scores, and academic skills of participants
Long-term benefits:
less likely to repeat grade or place in slow learner class, be part of juvenile delinquency or welfare program
more likely to finish high school, attend college, higher income

14. What Influences Intelligence?
Aging & Intelligence:
Older people drop off in test scores, usually timed
Vocabulary expands for lifetime
Fluid Intelligence: mental capacities allow us to respond quickly to novel situations or problems
Crystallized intelligence: sum of knowledge about the world, grow and continue throughout life
Environmental Factors: income level, education level, stimulating jobs, intact family life, cultural events participation, travel, reading, marriage to spouse with high intelligence, flexible personality