Chapter 9 Intelligence and Creativity

Chapter 9 – Intelligence and Creativity What is intelligence? –Adaptive thinking or actions (Piaget) –Ability to think abstractly, solve problems? Characteristics of intelligence –Genetic determination about 50% –Environmental influence about 50%

The Psychometric Approach A trait – can be identified, measured A single attribute? –Spearman: “g” = general; “s” = special Many attributes? –Thurstone: 7 primary mental abilities Spatial ability, perceptual speed, numeric reasoning, verbal meaning, word fluency, memory, inductive reasoning IQ tests and IQ score

Cattell and Horn Fluid intelligence: decreases in older adults –Use mind to solve novel problems –Skills: reasoning, seeing relationships, inferences, –Free of cultural influences Crystallized intelligence: increases with age –Knowledge from experiences (school) –Gen. Info., vocabulary, etc.

Other Theories Gardner’s Theory/multiple intelligences –Eight distinct intelligences not measured with IQ tests 1) Linguistic 2) Logical-mathematical 3) Musical 4) Spatial 5) Bodily-kinesthetic 6) Interpersonal 7) Naturalist

Other kinds of Intelligence Savant Syndrome –Extraordinary talent in one area –Otherwise mentally retarded –Musical, artistic, calculation abilities

Sternberg’s Triarchic Theory Contextual Component –Adapting to the environment –“Street smart,” age group, culture, etc., AutomatizationExperiential Component: Automatization –Response to novelty Componential Component –Information processing –Efficiency of strategies

Figure 9.2

The Stanford-Binet Age-graded items Older version: Concept of mental age (MA) –IQ = MA/CA X 100 Modern S-B Scales –Test norms Large, representative samples –IQ score of 100 is average

The Wechsler Scales Widely used today –WPPSI: ages 3-8 (2002) –WISC-III: Ages 6-16 (1991) –WAIS-III: adults 3 IQ scores derived –Verbal IQ –Performance IQ –Full-scale IQ

Intelligence Testing Today Kaufman Assessment Battery for Children –How problems are solved Dynamic assessment approach –How quickly learning occurs Cognitive Assessment System –Predicts academic success

The Infant Developmental Quotients (DQ) –Bayley Scales: Ages 1-42 months –Correlations with Child IQ – low to 0 –Useful for diagnostic purposes *Best predictors –From measures of information processing –E.g., attention, speed of habituation, preference for novelty

The Child DQ does not predict later IQ IQ at age 4 predicts later IQ IQ gains –Parents foster achievement –Neither strict nor lax parenting IQ drops: Poverty –Cumulative deficit hypothesis

The Adolescent Brain growth spurt at age 11/12 (puberty) –Formal operational thinking –Improved memory and processing skills –Stability of IQ evident IQ score a good predictor of school achievement

The Adult Strong relationships between –IQ and occupational prestige –IQ and job performance –IQ and good health/longevity IQ decline by age 80 (longitudinal studies –C-S studies show cohort effects –Fluid IQ peaks at about age 24 –Crystallized (verbal)unchanged until 80’s

Predictors of Gains and Decline Decline: Poor health, unstimulating lifestyle Gain (or maintain) –Above average SES –Intact marriages –Intellectually capable spouses –Active lifestyles “Use it or lose it!”

Wisdom Expert pragmatic knowledge –Rich procedural knowledge: strategies esp. for handling conflict –Lifespan contextual knowledge –Relativism of values & life priorities –Recognition and management of uncertainty –Age does not predict wisdom –Intelligence, personality & cognitive style

Factors that Influence IQ Genes: accounts for half (Twin studies) Home environment; higher SES helps –Never underestimate the power of the environment –Parental involvement & stimulation Firstborn and smaller family are advantages Racial and ethnic differences –Different ability patterns –Culture bias in IQ test

Mental Retardation Below-average intellectual functioning: IQ 75 Limited adaptive behavior: before age 18 –Self-care and social skills Below age-appropriate expectations Causes –Organic: e.g., Down syndrome –Cultural-familial: genes & environment

Giftedness High IQ Special abilities: math, arts, leadership Renzuli: combination high IQ, creativity, and task commitment Can be identified by 18 months Terman’s “Termites” –Remarkable into adulthood –Well adjusted

Creativity Ability to produce novel responses Divergent thinking: a variety of solutions Convergent thinking –Focusing on best solution –Measured by IQ test Ideational fluency

Creativity in Childhood and Adolescence Freedom, originality, humor, violence, playfulness More fantasy and pretend play More open to new experience Little genetic influence:related to home –Value nonconformity and independence –Encouragement of curiosity and playfulness –Freedom to explore independently

Creative Achievement in Adulthood Increases in the 20’s, 30’s, and early 40’s –Then declines Peak times vary by fields –Humanities scholars peak in 60’s –Artists peak in 30’s and 40’s –Scientists peak from 40’s to 70’s Enthusiasm and experience required.

Figure 9.8