1. Intelligence

2. Evolution of Intelligence Testing Sir Francis Galton Intelligence is governed by Heredity. Success Runs in Families Coined Phrase “Nature vs. Nurture. Wrote “Hereditary Genius” (1869) (Nature) Alfred Binet First Mental Intelligence Test in 1905 Designed tests for schools in France for students. Mental Age – Indicates that individual displays the mental ability typical of a child of that age Intelligence Increases with Development. (Nurture)

3. Lewis Terman & Stanford-Binet Intelligence Scale Lewis Terman revised Binet Tests in 1916. Intelligence Quotient (IQ) – A Child’s Mental Age divided by Chronological Age, Multiplied by 100. Makes it Possible to Compare Children of Different Ages.

4. David Wechlser David Wechsler developed the first standardized adult intelligence test, the Bellevue-Wechsler Scale, in 1939 The concept that intelligence involves the abilities necessary to succeed in life was one of Wechsler's major contributions to psychology. He promoted the idea that intelligence includes personality traits and emotional states, as well as mental abilities. Wechsler also promoted the idea that educational, cultural, and socioeconomic factors must be considered when evaluating intelligence. During the First World War, Wechsler scored intelligence tests for the arm. This experience convinced Wechsler of the limitations of available intelligence tests, particular for uneducated or foreign-born adults. The Range of Human Capacities was his major work. In this book, Wechsler argued that psychologists had overestimated the range of variations among individuals and that human beings were actually surprisingly similar. He further argued that abilities peaked at a certain age and then began to decline. Wechsler's tests measured abilities in performing tasks as well as mental abilities. He never lost sight of the limitations of his intelligence tests. Wechsler believed that they were useful only in conjunction with other clinical measurements. To Wechsler, assessments were far superior to mere testing.

5. Normal Distribution

6. What Is Intelligence? Reading a road map upside-down and generating synonyms for the word "brilliant" are two very different skills. But each is a measurable indicator of general intelligence, a construct that includes: problem solving abilities, spatial manipulation and language acquisition. Scientists generally agree that intelligence can be captured by psychometric tests. But the study of intelligence is dogged by questions of: – How much does IQ contribute to an individual's success and well-being – How genes and environment interact – Why the average IQ score rose throughout the world during the twentieth century.

7. Defining Intelligence It is generally accepted that there are 3 Types of Intelligence Verbal Intelligence Practical Intelligence Social Intelligence

8. Verbal Intelligence Verbal Intelligence - is the ability to analyze information and solve problems using language-based reasoning. Verbal tasks may involve concepts such as: Concrete or abstract ideas; or Internalized language-based reasoning. Verbal tasks involve skills such as: The ability to listen to and recall spoken information; Understanding the meaning of written or spoken information; Solving language based problems of a literary, logical, or social type; Understanding the relationships between language concepts and performing language analogies or comparisons; and The ability to perform complex language-based analysis. Verbal reasoning is important in most aspects of school work. Reading and language arts tasks required verbal reasoning skills. Even the more abstract courses such as math and physics require verbal reasoning skills, as most concepts are either introduced orally by the teacher or introduced in written form in a textbook.

9. Practical Intelligence Sternberg’s third theory of intelligence, called practical or contextual, “deals with the mental activity involved in attaining fit to context” Through the three processes of adaptation, shaping, and selection, individuals create an ideal fit between themselves and their environment. This type of intelligence is often referred to as "street smarts." – Adaptation occurs when one makes a change within oneself in order to better adjust to one’s surroundings (Sternberg, 1985). For example, when the weather changes and temperatures drop, people adapt by wearing extra layers of clothing to remain warm. – Shaping occurs when one changes their environment to better suit one’s needs (Sternberg, 1985). A teacher may invoke the new rule of raising hands to speak to ensure that the lesson is taught with least possible disruption. – The process of selection is undertaken when a completely new alternate environment is found to replace the previous, unsatisfying environment to meet the individual’s goals (Sternberg, 1985). For instance, immigrants leave their lives in their homeland countries where they endure economical and social hardships and go to other countries in search of a better and less strained life. The effectiveness with which an individual fits to his or her environment and contends with daily situations reflects degree of intelligence. Sternberg’s third type of giftedness, called practical giftedness, involves the ability to apply synthetic and analytic skills to everyday situations. Practically gifted people are superb in their ability to succeed in any setting

10. Practical Intelligence

11. Social Intelligence Intelligence, or IQ, is largely what you are born with. Genetics play a large part. Social intelligence (SI), on the other hand, is mostly learned. SI develops from experience with people and learning from success and failures in social settings. It is more commonly referred to as “tact” or “common sense” What are the key elements of social intelligence? – 1. Verbal Fluency and Conversational Skills. You can easily spot someone with lots of SI at a party or social gathering because he or she knows how to “work the room.” The highly socially intelligent person can carry on conversations with a wide variety of people, and is tactful and appropriate in what is said. Combined, these represent what are called “social expressiveness skills.” – 2. Knowledge of Social Roles, Rules, and Scripts. Socially intelligent individuals learn how to play various social roles. They are also well versed in the informal rules, or “norms,” that govern social interaction. In other words, they “know how to play the game” of social interaction. As a result, they come off as socially sophisticated and wise. – 3. Effective Listening Skills. Socially intelligent persons are great listeners. As a result, others come away from an interaction with an SI person feeling as if they had a good “connection” with him or her. – 4. Understanding What Makes Other People Tick. Great people watchers, individuals high in social intelligence attune themselves to what others are saying, and how they are behaving, in order to try to “read” what the other person is thinking or feeling. Understanding emotions is part of Emotional Intelligence, and Social Intelligence and Emotional Intelligence are correlated – people who are especially skilled are high on both. – 5. Role Playing and Social Self-Efficacy. The socially intelligent person knows how to play different social roles – allowing him or her to feel comfortable with all types of people. As a result, the SI individual feels socially self-confident and effective – what psychologists call “social self-efficacy.” – 6. Impression Management Skills. Persons with SI are concerned with the impression they are making on others. They engage in what I call the “Dangerous Art of Impression Management,” which is a delicate balance between managing and controlling the image you portray to others and being reasonably “authentic” and letting others see the true self. This is perhaps the most complex element of social intelligence.

12. Social Intelligence

13. Extremes of Intelligence Mental Retardation Sub-Average General Mental Ability Accompanied by Deficiencies in Adaptive Skills Originating Before age 18. 2%-3% Of School Age Children are Mentally Retarded. Ranges of Retardation i. Mild = 51-70 IQ ii. Moderate = 36 – 50 IQ iii. Severe = 20-35 IQ iv. Profound = Below 20 IQ Origins of Retardation - Down Syndrome = Mild to Severe Retardation. Too Much Fluid in Cerebrospinal Area could Cause Retardation. Problems in Early Childhood Could Cause Retardation.

14. Giftedness Giftedness - Upper 2%-3% Personal Qualities of “Gifted” Average IQ around 130 Above Average in Height, Weight, Strength, Physical Health, Emotional Adjustment, Mental Health, and Social Maturity. Above Average in Social & Emotional Development. Ellen Winner – Profoundly Gifted People (IQ = 180 or Above) Are often Introverted and Socially Isolated. Emotional Problems in this Group are Twice as Much as Average.

15. Giftedness & Achievement in Life Rarer Giftedness Makes lasting Contributions to the World. Depends on 3 Factors in the Individual. 1. High Intelligence 2. High Creativity 3. High Motivation Drudge Theory of Exceptional Achievement – Eminence Primarily or Partially Relies upon… 1. Dogged Determination 2. Endless/Tedious Practice 3. Outstanding Mentoring & Training

16. Heredity & Environment as Determinants of Intelligence Early Studies believed Heredity Influenced Intelligence Only. Both Heredity and Environment Influence Intelligence Evidence for Hereditary Influence Twin Studies are Best Way to Study Role of Heredity in Intelligence. Identical Twins are Closer Related in Intelligence than Fraternal Twins. Supports Idea Intelligence is Inherited. Influence of Heredity increases with Age

17. Heredity & Environment Sandra Scarr Heredity Sets Limits for Intelligence Environment Determines where Individual Falls in These Limits.

18. Evidence for Environmental Effects Cumulative Deprivation has the effect of eroding test scores Flynn Effect - IQ Performance has been Rising Steadily all Over the Industrialized World Since 1930’s/

19. IQ and Culture Average IQ for Minority Groups is Lower than Average IQ for Whites. Explanations are Heritability, Socioeconomic Disadvantages, Stereotype Vulnerability, and Cultural Bias on IQ Tests. Arthur Jenson – Argued that differences in Cultural IQ Scores had somewhat to do with Heredity. Arthur Jensen – Studies Show a Correlation between Raw Mental Speed and Intelligence. Head Size is a Very Crude Index of Intelligence. Brain Mass is a Debatable Measure of IQ.

20. Robert Steinberg - Triarchic Theory of Human Intelligence Contextual Sub-Theory – Intelligence is a Culturally Defined Concept. Experimental Sub-Theory – Intelligence deals with Learning new Tasks and Associating with Old Tasks. Componential Sub-Theory – Three Types of mental Processes that Intelligent Thought Depends on. – Analytical Intelligence – Abstract Reasoning, Evaluation, and Judgment – Creative Intelligence – Ability to Generate new Ideas and be Inventive with New Problems. – Practical Intelligence – Ability to deal Effectively with Problems people deal with in Everyday Life. – Tacit Knowledge – What One Needs to know to Work Efficiently in an Environment that is not taught or Verbalized.

21. Howard Gardner List of Multiple Intelligences: Logical/Mathematical Linguistic Musical Spatial Bodily/Kinesthetic Interpersonal Intrapersonal Naturalist. Emotional Intelligence – Ability to Perceive and Express Emotion, Assimilate Emotion in Thought, Understand and Reason with Emotion, and Regulate Emotion.