Teresa M. McDevitt and Jeanne Ellis Ormrod Child Development and Education, third edition Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Intelligence Chapter Eight

Overview Theoretical Perspectives of Intelligence Measuring Intelligence Group Differences in Intelligence Cultural Bias in Testing Intelligence Critique of Current Perspectives on Intelligence Teresa M. McDevitt and Jeanne Ellis Ormrod Child Development and Education, third edition Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Theoretical Perspectives of Intelligence Spearman’s g  Intelligence involves general (“g”) and specific factors of intelligence children’s performance will be affected by the use of both factor sets Cattell  Further divided the notion of a general intelligence factor into two components Fluid Intelligence  Adaptability in new situations  Gaining information quickly  Result of biological factors Crystallized Intelligence  Knowledge and skills accumulated through experience and prior learning  Affected by both nature and nurture Teresa M. McDevitt and Jeanne Ellis Ormrod Child Development and Education, third edition Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Gardner’s Eight Intelligences (Table 8-1) Teresa M. McDevitt and Jeanne Ellis Ormrod Child Development and Education, third edition Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Type of IntelligenceExamples of Relevant Behaviors Linguistic Ability to use language effectively Making persuasive arguments Writing poetry Identifying subtle nuances in word meanings Logical-Mathematical Ability to reason logically, especially in mathematics and science Solving mathematical problems quickly Generating mathematical proofs Formulating and testing hypotheses about observed phenomena Spatial Ability to notice details of what one sees and to imagine and manipulate visual objects in one’s mind Conjuring up mental images Drawing a visual likeness of an object Making fine discriminations among very similar objects Musical Ability to create, comprehend, and appreciate music Playing a musical instrument Composing a musical work Showing a keen awareness of the underlying structure of music

Teresa M. McDevitt and Jeanne Ellis Ormrod Child Development and Education, third edition Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. Gardner’s Eight Intelligences (con’t) Type of IntelligenceExamples of Relevant Behaviors Bodily-Kinesthetic Ability to use one’s body skillfully Dancing Playing basketball Performing pantomime Interpersonal Ability to notice subtle aspects of other people’s behaviors Correctly perceiving another’s mood Detecting another’s underlying intentions and desires Using knowledge of others to influence their thoughts and behaviors Intrapersonal Awareness of one’s own feelings, motives, and desires Discriminating among such similar emotions as sadness and regret Identifying the motives guiding one’s own behavior Using self-knowledge to relate more effectively with others Naturalist Ability to recognize patterns in nature and differences among natural objects and life-forms Identifying members of particular plan or animal species Classifying natural forms (e.g., rocks, types of mountains) Applying one’s knowledge of nature in such activities as farming, landscaping, or animal training.

Theoretical Perspectives of Intelligence Sternberg’s Triarchic Theory  Three intelligence domains Analytical - Analyzing, contrasting, and evaluating information Creative – Using your imagination, synthesizing ideas Practical – Applying knowledge and skills to everyday situations  Three factors affect intelligence Environmental context Prior experience Cognitive processes Teresa M. McDevitt and Jeanne Ellis Ormrod Child Development and Education, third edition Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Sternberg’s Triarchic Model of Intelligence Teresa M. McDevitt and Jeanne Ellis Ormrod Child Development and Education, third edition Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Theoretical Perspectives on Intelligence Distributed Intelligence  Thinking that is facilitated by physical objects and technology, social support, and concepts and symbols of one’s culture.  Environmental support mechanisms (physical tools, social interaction, and symbols) influence a person’s ability to behave intelligently.  Intelligent behavior is context-specific. Teresa M. McDevitt and Jeanne Ellis Ormrod Child Development and Education, third edition Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Measuring Intelligence Tests of General Intelligence  Intelligence tests are general measures of current cognitive functioning, primarily used to predict academic achievement over the short run  Examples of general intelligence tests: Wechsler Intelligence Scale for Children Stanford-Binet Intelligence Scales Universal Nonverbal Intelligence Test Teresa M. McDevitt and Jeanne Ellis Ormrod Child Development and Education, third edition Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Measuring Intelligence Tests of General Intelligence  IQ Scores Score on an intelligence test, determined by comparing one’s performance with the performance of same-age peers.  Validity and Reliability of General Intelligence Tests Validity of an intelligence test is the extent to which it actually measures intelligence Reliability of an intelligence test is the extent to which it yields consistent, dependable results. Teresa M. McDevitt and Jeanne Ellis Ormrod Child Development and Education, third edition Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.