LIFE-SPAN DEVELOPMENT 8 A Topical Approach to LIFE-SPAN DEVELOPMENT Intelligence John W. Santrock

What Is Intelligence? Similar to thinking and memory skills The Concept of Intelligence What Is Intelligence? Similar to thinking and memory skills Cannot be directly measured Ability to solve problems; adapt to and learn from everyday experiences Individual differences are stable, consistent

Intelligence Tests Individual Tests The Binet Tests The Concept of Intelligence Intelligence Tests Individual Tests The Binet Tests Mental age (MA) — individual’s level of mental development relative to others Chronological age (CA) — age from birth Intelligence quotient (IQ) — individual’s MA divided CA, multiplied by 100 Normal distribution — symmetrical distribution of scores around a mean

The Normal Curve and Stanford-Binet IQ Scores The Concept of Intelligence The Normal Curve and Stanford-Binet IQ Scores Fig. 8.1

The Wechsler Scales WAIS-IV — for adults WISC-IV — for children The Concept of Intelligence The Wechsler Scales WAIS-IV — for adults WISC-IV — for children Provides overall IQ Measures verbal IQ Six verbal subscales Measures performance IQ Five performance subscales

The Use and Misuse of Intelligence Tests The Concept of Intelligence The Use and Misuse of Intelligence Tests Intelligence tests: Tools dependant upon user skill and knowledge Substantially correlated with school performance Moderately correlated with work performance; correlation decreases as experience increases IQ tests can easily lead to false expectations and generalizations; self-fulfilling prophecies Measures only current performance Other factors also affect success

Theories of Multiple Intelligences The Concept of Intelligence Theories of Multiple Intelligences Controversy over breaking intelligence down into multiple abilities Spearman’s two-factor theory: factor analysis correlates test scores into clusters or factors Thurstone’s multiple-factor theory; seven abilities Gardner’s theory of multiple intelligences; certain cognitive abilities can survive brain damage

Theories of Multiple Intelligences The Concept of Intelligence Theories of Multiple Intelligences Two-factor theory Spearman’s theory that individuals have both general intelligence and specific intelligences Multiple-factor theory Intelligence is seven primary mental abilities: verbal comprehension, word fluency, number ability, spatial visualization, associative memory, reasoning, perceptual speed Gardner’s Theory Eight types of intelligence: verbal, math, spatial, interpersonal, bodily-kinesthetic, musical, intrapersonal, and naturalist skills

Multiple Intelligences in the Classroom The Concept of Intelligence Multiple Intelligences in the Classroom Allow students to discover and explore domains in which they have natural curiosity and talent Attention given to understanding oneself and others

Sternberg’s Triarchic Theory The Concept of Intelligence Sternberg’s Triarchic Theory Three main types of intelligence Analytic Creative Practical Assessing Sternberg Triarchic Ability Theory (STAT) Effective in predicting college GPA More research needed

Triarchic Theory in the Classroom The Concept of Intelligence Triarchic Theory in the Classroom Goal is to discover and explore domains of natural curiosity and talent Exposure to stimulating materials every day Concerns about Traditional Classroom Analytic ability favored in conventional schools Creative students may be reprimanded or marked down for nonconformist answers Practical students may do better outside school

Emotional Intelligence The Concept of Intelligence Emotional Intelligence Perceive and express emotions accurately and adaptively Four aspects Perceiving and expressing emotions Understanding emotions Facilitating thought and affect of moods Managing emotions

Comparing the Intelligences The Concept of Intelligence Comparing the Intelligences Fig. 8.3

The Influence of Heredity and Environment The Concept of Intelligence The Influence of Heredity and Environment Environmental Influences Modifications in environment can change IQ scores considerably; very complex Socioeconomic status Parent communication Schooling Intelligence test scores increase each year around the world; effects of technology? Flynn effect (increased education, not heredity, caused increase rapidly in IQ scores)

The Influence of Heredity and Environment The Concept of Intelligence The Influence of Heredity and Environment Emphasis on prevention, not remediation High quality intervention improves IQ and school achievement Effects strongest for poor with low educated parents Positive benefits continue into adolescence Educates parents to be more sensitive Abecedarian Intervention program

Ethnic and Gender Comparisons Stereotype threat — fear of confirming negative stereotypes raises anxiety in testing Some studies confirm existence Others believe stereotype threat is exaggerated to explain gap Gender differences in intellectual abilities Males more likely to have extremely high or low scores; controversy over gender differences

Intelligence in Adulthood The Development of Intelligence Intelligence in Adulthood Fluid and Crystallized Intelligence Crystallized intelligence Accumulated information and verbal skills, which increase with age Fluid intelligence Ability to reason abstractly, which steadily declines from middle adulthood on Cross-sectional, longitudinal, and cohort testing

Mental Retardation Condition of limited mental ability The Extremes of Intelligence and Creativity Mental Retardation Condition of limited mental ability Low IQ on traditional test of intelligence Difficulty adapting to everyday life Onset of characteristics by age 18 Range of impairments vary Some causes include Organic retardation Cultural-familial retardation

Classification of Mental Retardation based on IQ The Extremes of Intelligence and Creativity Classification of Mental Retardation based on IQ Fig. 8.12

The Extremes of Intelligence and Creativity Giftedness Above-average intelligence; IQ averaged 150 on Stanford-Binet Precocity March to their own drummer Passion to master Intelligence and creativity not same thing; most creative people are quite intelligent but reverse not necessarily true

Creative Thinking Creativity Convergent thinking Divergent thinking The Extremes of Intelligence and Creativity Creative Thinking Divergent thinking Convergent thinking Creativity Produces many answers to the same question and is characteristic of creativity Gives one correct answer; is characteristic of thinking tested by standardized intelligence tests Ability to think in novel and unusual ways and come up with unique solutions to problems

Characteristics of Creative Thinkers The Extremes of Intelligence and Creativity Characteristics of Creative Thinkers Flexibility and playful thinking Brainstorming Inner motivation Willingness to risk Objective evaluation of work

The Extremes of Intelligence and Creativity Changes in Adulthood Individuals’ most creative products were generated in their thirties 80% of most important creative contributions completed by age 50 Researchers found creativity often peaks in forties before declining Age of decline varies by domain

Living a More Creative Life The Extremes of Intelligence and Creativity Living a More Creative Life Try to be surprised by something every day Try to surprise at least one person every day Write down the surprises of each day Follow sparked interests Wake up in the morning with a specific goal Take charge of your schedule Spend time in stimulating settings

8 The End