Chapter 9 INTELLIGENCE Section 1: What Is Intelligence?

DEFINITION OF INTELLIGENCE Intelligence the ability to learn from experience, think rationally, and deal effectively with others. Sets humans apart from animals. Permits us to adapt to changing conditions and to challenge our physical limitations.

Intelligence Versus Achievement Achievement the knowledge and skills gained from experience. Things that you know & can do. Example: If you study for a test on the Civil War you will probably do well, but if you are tested on World War II after studying for the Civil War you might not do as well. Intelligence makes achievement possible by giving people the ability to learn.

THEORIES OF INTELLIGENCE Spearman’s Two-Factor Theory – people have general intelligence and specific intelligence Labeled the “g” factor (general intelligence) Ability to reason and to solve problems People who do well in one area usually do well in the other Labeled the “s” factor (specific abilities) Ability to sing rather than do well in math

Thurstone’s Theory of Primary Mental Abilities (8 Factors) Visual and spatial Perceptual speed—perceive information quickly and see similarities and differences Numerical ability Verbal meaning Memory Word fluency Deductive reasoning—derive examples from general rules Inductive reasoning—derive general rules from examples

Gardner’s Theory of Multiple Intelligence Several different kinds of intelligence based on different areas of the brain Linguistic—words Logical-mathematical Visual-spatial—sight and color Bodily-kinesthetic—activity Musical-rhythmic Intrapersonal—insight into your own feelings Interpersonal—sensitivity to other’s feelings

The Difference Between Gardner & Thurstone’s Theories Thurstone: all eight make up intelligence. Gardner: various intelligences exist side by side within each person but vary in intensity. They can also change over time Critics: really only talents

Sternberg’s Triarchic Theory Three-level model of intelligence Analytic—problem solving Creative—new situations Practical—everyday tasks We use more than one at a time Example: doing an experiment you would use practical for planning, analytic for interpreting the results, and creativity when designing the display for the project

Emotional Intelligence 5 factors for success: Self-awareness~ ability to recognize feelings Mood management~ controlling feelings Self-motivation~ confidence and enthusiasm Impulse control~ ability to delay pleasure until done with the task at hand People skills~ ability to empathize, understand, communicate, and cooperate with others

Chapter 9 INTELLIGENCE Section 2: Measurement of Intelligence

INTELLIGENCE TESTS The Stanford-Binet— first modern test Used in French school systems in 1905 Revised and brought to the U.S. in 1916 by Louis Terman of Stanford University Age specific — questions become harder with age. Measures mental age — intellectual level Chronological age does not necessarily match

Modern IQ Tests Measures intelligence quotient not mental age Reflects relationship between mental age and chronological age IQ= Mental Age (MA) x 100 Chronological Age (CA) MA of 9 & CA of 9 equals an IQ of 100 The IQ is a transformed score— a score that has been changed. For easy comparison

INTELLIGENCE TESTS The Wechsler Scales— more widely used Several subtests that measure a particular intellectual skill Verbal skills—words and ideas Performance skills—spatial relations Both require reasoning ability Reveals strengths and weaknesses as well as overall intellectual functioning

INTELLIGENCE TEST DIFFERENCES The Stanford-Binet uses mental age and chronological age to compute IQ; the Wechsler scales compare answers to those of others in the same age group The Wechsler scales measure verbal and performance skills; the Stanford-Binet measures verbal ability only Because the Wechsler tests yield three scores (verbal, nonverbal, and combined) they can be used to identify particular learning disabilities

Reliability and Validity Test Reliability— refers to its consistency A test is reliable if it gives highly similar scores every time it is used Test-retest reliability is determined by comparing scores earned by the same person on the same test taken at different times Scores may not be identical, but they should be nearly the same XKWkwBWpXw

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Reliability and Validity Test Validity— a test has validity if it measures what it is suppose to measure Tests scores are compared with outside norms Should be able to predict school grades, or job success  Because there is considerable disagreement about what intelligence is, some psychologists believe that it is difficult to make definitive statements about the validity of IQ tests

Problems with Intelligence Tests Scores can be affected by: Education Economic background Motivation Culture Words and concepts used on the test might be those used every day by members of one group but not by others

Chapter 9 INTELLIGENCE Section 3: Differences in Intelligence

MENTAL RETARDATION Generally defined as an IQ at or below 70 Associated with problems in communication, taking care of oneself, social skills, use of leisure time, travel in the community, self-direction, personal hygiene, and vocational training

4 Levels of Retardation Mild— IQ between 50-70; not always obvious; more difficulty learning to walk, talk, and eat; able to learn to read and do math; able to take care of themselves as adults Moderate— IQ between 35-49; can learn to speak, to feed and dress themselves, to take care of their own hygiene, and to work under supportive conditions, as in sheltered workshops Usually do not learn to read or solve math problems Down syndrome

4 Levels of Retardation Severe— IQ between 20-34; require constant supervision; have some understanding of speech, may be able to respond; need continuous direction Profound— IQ’s below 20; barely communicate; cannot feed or dress, dependent on other people for care all their lives

Causes of Retardation Accidents resulting in brain damage Difficulties during childbirth Alcohol and/or drug abuse during pregnancy Malnourishment during pregnancy Genetic disorders or abnormalities

CHARACTERISTICS OF GIFTEDNESS IQ scores of 130 or above Possess outstanding talent or shows potential for high levels of accomplishment when compared to other people of the same age, experience, or environment Linked to creativity, which is the ability to invent new solutions to problems or to create original or ingenious materials Can be highly creative without being gifted

Chapter 9 INTELLIGENCE Section 4: What Influences Intelligence?

Heredity and Environment Psychologists and educators have mixed opinions regarding IQ tests survey: 45%: differences in IQ scores reflect both genetics and environment 15%: differences reflect environmental factors alone 1%: intelligence is determined entirely by genetic factors 24%: not enough research to support any particular opinion

HEREDITY’S INFLUENCE Kinship studies— closely related people should be more alike in terms of IQ scores than distantly related people Identical twins should have identical test scores if intelligence is solely inherited. Twin test scores are similar even when twins are reared apart Similarities for fraternal twins, siblings, parents, and children are only moderate

Heritability is the extent to which variations in a trait from person to person are genetic Intelligence is between 40% and 60% Adoptee Studies— IQ scores are more like those of the biological parents Some psychologists argue that an overemphasis on heredity can undermine learning Parents and teachers are most effective when they believe their efforts will improve children’s knowledge and skills HEREDITY’S INFLUENCE

ENVIRONMENTAL INFLUENCES Children Parenting styles and preschool programs Headstart has been shown to increase IQ scores, achievement test scores, and academic skills Adults Level of income, education, intact family life, attendance at cultural events, travel, reading, and a flexible personality