1. PSYCHOLOGY Chapter 11 Intelligence

2. What is Intelligence?  Intelligence  ability to learn from experience, solve problems, and use knowledge to adapt to new situations

3. Origins of Intelligence Testing  Intelligence Test  a method of assessing an individual’s mental aptitudes using numerical scores  Alfred Binet  Created the first intelligence test  It was used to identify children who needed help in school

4. Origins of Intelligence Testing  Lewis Terman  While working at Stanford, he edited Binet’s test to be a more standard IQ test  Stanford-Binet Test  the widely used American revision of Binet’s original intelligence test

5. Origins of Intelligence Testing  Intelligence Quotient (IQ)  the ratio of mental age (ma) to chronological age (ca) multiplied by 100  IQ = ma/ca x 100)  the average performance for a given age is a score of 100

6. Origins of Intelligence Testing  Mental Age  a measure of intelligence test performance devised by Binet  chronological age that most typically corresponds to a given level of performance  child who does as well as the average 8-year-old is said to have a mental age of 8

7. Assessing Intelligence  Wechsler Adult Intelligence Scale (WAIS)  most widely used intelligence test  subtests  verbal (Comprehension, word problems)  performance (pattern matching, picture concepts, reasoning)

8. Assessing Intelligence  Factor Analysis  A statistical technique used to determine the number of components in a set of data to break down information into statistical groups.  General Intelligence (g)  It is a variable that summarizes the positive correlations among different cognitive tasks,  “g” is the idea that an individual's performance at one type of cognitive task tends to be comparable to his or her performance at other kinds of cognitive tasks.  Charles Spearman

9. Are There Multiple Intelligences?  Savant Syndrome  condition in which a person otherwise limited in mental ability has an exceptional specific skill  Computation  Drawing  Artistic  Memory

10. Sternberg’s Theory of Multiple Intelligences Triarchic Theory – Analytical thinking – problem solving & thinking skills – Creative thinking – being innovative in new situations – Practical thinking – being able to adjust to your environment (common sense knowledge)

11. Gardener’s Theory of Multiple Intelligences Howard Gardner believed we all have numerous and unrelated intelligences.

12. Gardener’s Theory of Multiple Intelligences 1. Naturalist Intelligence (“Nature Smart”) Designates the human ability to discriminate among living things (plants, animals) as well as sensitivity to other features of the natural world (clouds, rock configurations). This ability was clearly of value in our evolutionary past as hunters, gatherers, and farmers; it continues to be central in such roles as botanist or chef. It is also speculated that much of our consumer society exploits the naturalist intelligences, which can be mobilized in the discrimination among cars, sneakers, kinds of makeup, and the like. 2. Musical Intelligence (“Musical Smart”) Musical intelligence is the capacity to discern pitch, rhythm, timbre, and tone. This intelligence enables us to recognize, create, reproduce, and reflect on music, as demonstrated by composers, conductors, musicians, vocalist, and sensitive listeners. Interestingly, there is often an affective connection between music and the emotions; and mathematical and musical intelligences may share common thinking processes. Young adults with this kind of intelligence are usually singing or drumming to themselves. They are usually quite aware of sounds others may miss. 3. Logical-Mathematical Intelligence (Number/Reasoning Smart) Logical-mathematical intelligence is the ability to calculate, quantify, consider propositions and hypotheses, and carry out complete mathematical operations. It enables us to perceive relationships and connections and to use abstract, symbolic thought; sequential reasoning skills; and inductive and deductive thinking patterns. Logical intelligence is usually well developed in mathematicians, scientists, and detectives. Young adults with lots of logical intelligence are interested in patterns, categories, and relationships. They are drawn to arithmetic problems, strategy games and experiments. 4. Existential Intelligence Sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and how did we get here. 5. Interpersonal Intelligence (People Smart”) Interpersonal intelligence is the ability to understand and interact effectively with others. It involves effective verbal and nonverbal communication, the ability to note distinctions among others, sensitivity to the moods and temperaments of others, and the ability to entertain multiple perspectives. Teachers, social workers, actors, and politicians all exhibit interpersonal intelligence. Young adults with this kind of intelligence are leaders among their peers, are good at communicating, and seem to understand others’ feelings and motives.

13. Gardener’s Theory of Multiple Intelligences 6. Bodily-Kinesthetic Intelligence (“Body Smart”) Bodily kinesthetic intelligence is the capacity to manipulate objects and use a variety of physical skills. This intelligence also involves a sense of timing and the perfection of skills through mind–body union. Athletes, dancers, surgeons, and craftspeople exhibit well-developed bodily kinesthetic intelligence. 7. Linguistic Intelligence (Word Smart) Linguistic intelligence is the ability to think in words and to use language to express and appreciate complex meanings. Linguistic intelligence allows us to understand the order and meaning of words and to apply meta-linguistic skills to reflect on our use of language. Linguistic intelligence is the most widely shared human competence and is evident in poets, novelists, journalists, and effective public speakers. Young adults with this kind of intelligence enjoy writing, reading, telling stories or doing crossword puzzles. 8. Intra-personal Intelligence (Self Smart”) Intra-personal intelligence is the capacity to understand oneself and one’s thoughts and feelings, and to use such knowledge in planning and directioning one’s life. Intra-personal intelligence involves not only an appreciation of the self, but also of the human condition. It is evident in psychologist, spiritual leaders, and philosophers. These young adults may be shy. They are very aware of their own feelings and are self-motivated. 9. Spatial Intelligence (“Picture Smart”) Spatial intelligence is the ability to think in three dimensions. Core capacities include mental imagery, spatial reasoning, image manipulation, graphic and artistic skills, and an active imagination. Sailors, pilots, sculptors, painters, and architects all exhibit spatial intelligence. Young adults with this kind of intelligence may be fascinated with mazes or jigsaw puzzles, or spend free time drawing or daydreaming.

14. Are There Multiple Intelligences?  Social Intelligence  the know-how involved in comprehending social situations and managing oneself successfully  Emotional Intelligence  ability to perceive, express, understand, and regulate emotions  Daniel Goleman

15. Assessing Intelligence  Aptitude Test  a test designed to predict a person’s future performance  aptitude is the capacity to learn  Achievement Test  a test designed to assess what a person has learned

16. Assessing Intelligence  Standardization  defining meaningful scores by comparison with the performance of a pretested “standardization group”  Standardized Sample  A large sample of test takers who represent the population for which the test is intended

17. Assessing Intelligence  Normal Curve  the symmetrical bell-shaped curve that describes the distribution of scores  most scores fall near the average, and fewer and fewer scores lie near the extremes

18. The Normal Curve

19. High IQ & Genius IQ Genius IQ is generally considered to begin around 140 to 145, representing ~.25% of the population (1 in 400). Here's a rough guide: * 115-124 - Above average (e.g., university students) * 125-134 - Gifted (e.g., post-graduate students) * 135-144 - Highly gifted (e.g., intellectuals) * 145-154 - Genius (e.g., professors) * 155-164 - Genius (e.g., Nobel Prize winners) * 165-179 - High genius * 180-200 - Highest genius * >200 - "Unmeasurable genius" Low IQ & Mental Retardation 5% of people have an IQ under 70 and this is generally considered as the benchmark for "mental retardation", a condition of limited mental ability in that it produces difficulty in adapting to the demands of life. Severity of mental retardation can be broken into 4 levels: *50-70 - Mild mental retardation (85%) * 35-50 - Moderate mental retardation (10%) * 20-35 - Severe mental retardation (4%) *IQ < 20 - Profound mental retardation (1%)

20. Getting Smarter? The Flynn Effect – increase in average intelligence resulting in the need to modify and advance intelligence tests

21. Assessing Intelligence  Criterion  behavior (such as college grades) that a test (such as the SAT) is designed to predict

22. Assessing Intelligence  Reliability  the extent to which a test yields consistent results  Test-Retest Reliability  The same participants are given the test multiple times on separate occasions to determine if it is reliable by having highly correlated scores.

23. Assessing Intelligence  Validity  the extent to which a test measures or predicts what it is supposed to

24. Assessing Intelligence  Content Validity  the extent to which a test samples the behavior that is of interest  driving test that samples driving tasks  Predictive Validity  success with which a test predicts the behavior it is designed to predict  assessed by computing the correlation between test scores and the criterion

25. For instance, if the needle of the scale starts five pounds under from zero is the measurement reliable?? YES, but it is consistently wrong! Is the measurement valid? NO! Because this is not the correct measurement (But anything that under-reports my weight by five pounds, I will consider it a valid measurement )

26. Group Differences  Stereotype Threat  A self-confirming concern that one will be evaluated based on a negative stereotype

27. The Dynamics of Intelligence  Mental Retardation  a condition of limited mental ability  indicated by an intelligence score below 70  difficulty in adapting to the demands of life  varies from mild to profound  Down Syndrome  retardation and associated physical disorders caused by an extra chromosome in one’s genetic makeup

28. The Dynamics of Intelligence

29. Intelligence and Creativity  Creativity  the ability to produce novel and valuable ideas  expertise  imaginative thinking skills  venturesome personality  intrinsic motivation  creative environment

30. Genetic Influences  Heritability  the proportion of variation among individuals that we can attribute to genes  variability depends on range of populations and environments studied

31. Environmental Influences  The Schooling Effect

32. Group Differences  The Mental Rotation Test Which two of the other circles contain a configuration of blocks identical to the one in the circle at the left? StandardResponses