1. Module 13 Intelligence

2. INTRODUCTION Psychometrics –Subarea of psychology –Concerned with developing psychological tests that assess an individual’s abilities, skills, beliefs, and personality traits in a wide range of settings ____________________________

3. DEFINING INTELLIGENCE Two-factor theory –Developed by Charles Spearman –Says that intelligence has two factors general mental ability factor “g”; represents ______________________________________________ ______________________________________________ ____________________________ specific factors “s”; include specific mental abilities such as __________________________________________ ______________________________________________ _____________________________________________

4. DEFINING INTELLIGENCE (CONT’D) Multiple-intelligence theory –Developed by Howard Gardner –Instead of one kind of general intelligence, there are at least seven different kinds, including __________________________________________ _________________________________________________ __________________________________________________ __________________________________________________ ________________________________________________

5. DEFINING INTELLIGENCE (CONT’D) Triarchic theory –Developed by Robert Sternberg –Says that intelligence can be divided into three different kinds of reasoning processes uses ____________________thinking skills measured by traditional intelligence tests uses ___________________that require _______________and the ability to learn from experience uses ____________________________that help a person adjust to, and cope with, his or her sociocultural environment

6. MEASURING INTELLIGENCE Early attempts to measure intelligence –Head size and intelligence –Francis Galton noticed that intelligent people often had intelligent relatives and concluded that intelligence was, to a large extent, biological or inherited low correlation between head size and intelligence using head size as a measure of intelligence was abandoned in favor of using skull or brain size

7. MEASURING INTELLIGENCE (CONT’D)

8. Early attempts to measure intelligence –Brain size and intelligence Paul Broca claimed there was a relationship between size of brain and intelligence larger brains indicating more intelligence later reanalysis of Broca’s data indicated that measures of brain size proved to be unreliable and poorly correlated with intelligence

9. MEASURING INTELLIGENCE (CONT’D) Early attempts to measure intelligence –Brain size and achievement enormous variation in brain size and achievement –Brain size, sex differences, and intelligence female brains weigh about 10% less than male brains little or no difference in intelligence between men and women larger size of men’s brains doesn’t result in higher IQs

10. MEASURING INTELLIGENCE (CONT’D) Binet’s breakthrough –Alfred Binet Believed intelligence was a _______________________; best way to assess it was to measure a person’s ability to perform cognitive tasks Binet-Simon Intelligence Scale –contained items arranged in order _______________________________________ –measured vocabulary, memory, common knowledge, and other cognitive abilities

11. MEASURING INTELLIGENCE (CONT’D) Binet’s breakthrough –Binet and Simon revised their intelligence scale to solve several problems in their original scale –Mental age ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ________________

12. MEASURING INTELLIGENCE (CONT’D) Formula for IQ –Intelligence quotient computed by dividing a child’s mental age (MA), as measured in an intelligence test, by the child’s chronological age (CA) and multiplying the result by 100

14. MEASURING INTELLIGENCE (CONT’D) Wechsler Intelligence Scale –Most widely used IQ tests –Wechsler Adult Intelligence Scale (WAIS-III), ages 16 and older –Wechsler Intelligence Scale for Children (WISC-III) for children ages 3 to 16 –Both have items organized into various subtests ______________________________ ________________________________ _______________________________________

15. MEASURING INTELLIGENCE (CONT’D) Two characteristics of tests –Validity ______________________________________________ ______________________________________________ ____________________________ –Reliability ______________________________________________ ______________________________________________

16. DISTRIBUTION & USE OF IQ SCORES Normal distribution of IQ scores –Normal distribution ________________________________________ ________________________________________ ________________________________________

17. DISTRIBUTION & USE OF IQ SCORES (CONT’D)

18. Mental retardation: IQ scores –Mental retardation substantial limitation in functioning characterized by significantly subaverage intellectual functioning, along with related limitations in 2 of 10 areas, including communication, self-care, home living, social skills, and safety –borderline mentally retarded: _________________ –mildly/moderately mentally retarded: ________________________________ –severely/profound mentally retarded: _______________________________________________

19. DISTRIBUTION & USE OF IQ SCORES (CONT’D) Mental retardation: IQ scores –Causes Organic retardation –results from genetic problems or brain damage Cultural-familial retardation –results from a greatly impoverished environment

20. DISTRIBUTION & USE OF IQ SCORES (CONT’D) Vast majority: IQ scores –about 95%, have scores that fall between 70 and 130 Gifted: IQ scores moderately gifted –usually defined by an IQ score between 130 and 150 profoundly gifted –usually defined by an IQ score around 180 or above

21. POTENTIAL PROBLEMS OF IQ TESTING Binet’s warnings –__________________________________________ __________________________________________ __ –__________________________________________ __________________________________________ __________________________________________ ___

22. POTENTIAL PROBLEMS OF IQ TESTING (CONT’D) Cultural bias –The wording of the questions and the experiences on which the questions are used Nonintellectual factors –Refer to noncognitive factors, such as attitude, experience, and emotional functioning, that may help or hinder performance on tests

23. NATURE-NURTURE QUESTION Definition –Asks how nature (hereditary or genetic factors) interacts with nurture (environmental factors) in the development of a person’s intellectual, emotional, personal, and social abilities Twin studies –Fraternal twins siblings (brothers and sisters) who develop from separate eggs and have 50% of their genes in common

24. NATURE-NURTURE QUESTION (CONT’D) Twin studies –Identical twins develop from a single egg and thus have identical genes (have 100% of their genes in common) –Interaction of nature and nurture when researchers report that genetic factors influence intelligence (IQ scores), it means that genetic factors influence cognitive abilities to varying degrees, depending on the environment

25. NATURE-NURTURE QUESTION (CONT’D) Adoption studies –Children with limited social-educational opportunities and low IQs were adopted by parents who could provide increased social-educational opportunities –Studies show that children with poor educational opportunities and low IQ scores can show an increase in IQ scores when adopted into families that provide increased educational opportunities

26. NATURE-NURTURE QUESTION (CONT’D) Interaction: nature and nurture –Heritability number that indicates the amount or proportion of some ability, characteristic, or trait that can be attributed to genetic factors (nature) –Reaction range ______________________________________________ ______________________________________________ _____________________________

27. NATURE-NURTURE QUESTION (CONT’D)