What is it?

Reliability – assessment that produces consistent results Internal consistency – do separate questions measure the same thing Validity – assessment that measures what it is intended to measure Empirical validity – correlate the test score with an external measure Validity coefficient Criterion problem in assessment

Binet – intelligence should be measured by reasoning and problem solving ability Chronological age vs. Mental age IQ = MA/CA x 100 (no longer used) – it’s just percentiles per age range Wechsler – WAIS – verbal and performance

Intelligence as a general capacity for comprehension and reasoning that just manifests itself in different ways Intelligence as a number of distinct mental abilities that are relatively independent. Measure through FACTOR ANALYSIS Spearman – general intelligence factor (g), as well as other special factors (s)

Tries to define and measure intelligence in terms of separate cognitive processes. Gardner and Multiple Intelligences There’s no one mental capacity (g) – rather a variety of intelligences that are independent, but work together. Linguistic Musical Logical Spatial Kinesthetic Intrapersonal Interpersonal

Strengths: Helps to explain exceptional individuals Helps to explain isolated deficiencies as a result of brain damage Limitation: Very difficult to assess each intelligence independently Theory does not address neural basis for each intelligence, nor how they interact High abilities are often found across the board Intelligences are not well defined (some are behaviors, others cognitive processes

Different mechanisms for intelligence and development There is a basic processing (thinking) mechanism that leads to knowledge Aside from basic processing, there are “modules” that are separate cognitive abilities For example, language is a separate module that develops on its own, but can work in conjunction with thinking to develop knowledge. Basic intelligence abilities: propositional thought and visual/spatial functioning

Routes to knowledge: Basic processing – thought processes to acquire knowledge Modules – separate processes that develop independently to acquire knowledge Differences in intelligence are essentially differences in the acquisition of knowledge by our different processes

Componential – thought processes Experiential - experience Contextual – environment and culture

Multiple cognitive potentials (as opposed to a general intelligence) There is a biological basis for these potentials, but they are shaped by individual experience Challenges the notion that intelligence = abstract thinking, argues that complex thought is related to a specific domain

For Gardner all intelligences are equal, and cultures value different intelligences Anderson essentially proposes a general intelligence model, but complicates it by explaining development of individual abilities Ceci focuses especially on the role of environment in intelligence

Heritability – percentage of the variance in any trait that is accounted for by genetic differences Studies suggest heritability rate of around 60% for intelligence

Perception and expression of emotions Access and generate emotions Understanding emotions Emotional regulation

General Learning Disability – ranges from mild to profound (IQ in the teens to 70) Can be caused by genetic disorders (PKU, Tay Sachs disease, Down Syndrome Fetal environment can also be a factor – illness or chemical consumption by mother during pregnancy Post natal environmental factors can also influence level of intelligence, especially for mild disability