Intelligence n What is “intelligence”? n Why do we measure it?

Myth/Countermyth 1 Intelligence is one thing, g (or IQ) Or Intelligence is so many things you can hardly count them.

Myth/Countermyth 2 Intelligence cannot be taught to any meaningful degree. Or We can perform incredible feats in teaching individuals to be more intelligent.

Myth/Countermyth 3 We are using tests too little, losing valuable information. Or We’re overusing tests and should abolish them.

Myth/Countermyth 4 IQ tests measure virtually all that’s important for school and job success. Or IQ tests measure virtually nothing that’s important for school and job success.

Major Issues n Theoretical vs. Psychometric base n One, two, or many factors n Nature vs. nurture n Individual or group administration n verbal or non-verbal n culture bias? Free? Fair?

Historical Perspective

Sir Francis Galton “father of intelligence testing” Hereditary Genius (eugenics) sensory apparatus

Alfred Binet & Theodore Simon n classification of mentally retarded ability for sound judgments age related tasks “IQ” n Terman revision = Stanford/Binet

Spearman Two-factor theory g = general intellectual factor s = specific factor (e = measurement error)

Thurstone 7 Group factors = primary mental abilities verbal comprehension word fluency numberspace associative memory perceptual speed reasoning

David Wechsler adult intelligence act purposefully think rationally deal effectively with environment verbal and performance abilities (also full scale)

Guilford Three faces of intelligence Operations - what a person does Content - material it is done on Products - form in which information is stored (apply operation to content = product)

Guilford’s Model

Cattell fluid abilities = reasoning (procedural) crystalized abilities = acquired knowledge and facts (declarative)

Gardner Multiple Intelligences logical-mathematicallinguisticspatialmusicalbodily-kinestheticinterpersonalintrapersonal(naturalist)

Sternberg “successful intelligence = the ability to adapt to, shape, and select environments to accomplish one’s goals and those of one’s society and culture” (1999) Triarchic theory metacomponents (metacognition) performance components knowledge acquisition components