1. Intelligence What makes us intelligent Or Not so intelligent

2. Intelligence One of the most controversial areas of psychology –Definition? Difference between achievement and intelligence? Achievement: what you know, can do Intelligence: makes achievement possible –How to measure? –Do racial and ethnic groups have more or less of it? –What accounts for the differences? Theory rich but data poor

3. Intelligence The ability to learn from experience, solve problems, and use knowledge to adapt to new situations. Is socially constructed thus… Can be culturally specific. According to this definition, are both Einstein and Ruth intelligent?

4. Is intelligence one thing or several different abilities? To find out scientists use FACTOR ANALYSIS: A statistical procedure that identifies clusters of related items on a test. Charles Spearman used FA to develop his two factor theory 100 years ago –“g” factor: general intelligence If good in one area, good in other areas as well –“s” factor: specific intelligence Better in some areas than others

5. More Factor Theories 1941: Louis Thurstone –7 Factors of Intelligence Space, numbers, verbal comprehension, word verbal fluency, memory, reasoning, perceptual speed Originally seen as separate but further evidence shows that they are related 1967: J. P. Guilford –120 factors Included creativity and imaginative thinking

6. Drawback of Factor Theories Antiquated thoughts assumed if bright in one area, bright in all –Today we know individuals may excel in one area and be deficient in others If we can identify factors where students excel we can mold education to fit Increase self-esteem Help select careers Can’t explain how factors interact with each other

7. Multiple Intelligences Howard Gardner (1989) disagreed with Spearman’s (and others) theory and instead came up with the concept of multiple intelligences. He came up with the idea by studying savants (a condition where a person has limited mental ability but is exceptional in one area). Gardner is the current guru of education

8. Gardner’s Multiple Intelligences Visual/Spatial Verbal/Linguistic Logical/Mathematical Bodily/Kinesthetic Musical/Rhythmic Interpersonal Intrapersonal Natural Learn More about Gardner Activity: What kind of intelligence do you have?

9. Robert Sternberg’s Triarchic Theory of Intelligence (1995) Gardner Simplified Analytical (academic problem solving …analyze, compare, evaluate). Creative (generating novel ideas) Practical (required for everyday tasks where multiple solutions exist…applying, using, doing).

11. Emotional Intelligence (EQ) First called social intelligence. The ability to perceive, express, understand, and regulate emotions. Some studies show EQ to be a greater predictor for future success than IQ

12. EQ Factors Self-awareness: recognize own feelings Mood management: get out of a bad mood Self Motivation: move ahead with confidence & enthusiasm Impulse control: delay pleasure until task complete People skills: empathize, understand, communicate & cooperate

13. Brain Size and Intelligence Is there a link? Small +.15 correlation between head size and intelligence scores (relative to body size). Using an MRI we found +.44 correlation with brain size and IQ score.

16. Measuring Intelligence Earlier attempts to measure intelligence –head size and intelligence Francis Galton (cousin to C. Darwin) –noticed that intelligent people often had intelligent relatives and concluded that intelligence was, to a large extent, biological or inherited –low correlation between head size and intelligence –using head size as a measure of intelligence was abandoned in favor of using skull or brain size

17. Earlier attempts to measure intelligence –brain size and achievement –enormous variation in brain size and achievement –brain size, sex differences, and intelligence –women’s brains weigh about 10% less than men’s –little or no difference in intelligence between men and women –larger size of men’s brains does not result in higher IQs

18. Brain Function and Intelligence Perceptual Speed: Individuals who perceive information quickly have a tendency to do better of intelligence tests Neurological processing speed is also a bit quicker.

19. Question: Long side on left or right?

20. How do we Assess Intelligence? Alfred Binet and Theodore Simon set out to figure out a concept called a mental age (what a person of a particular age should know). They discovered that by discovering someone’s mental age they can predict future performance. Hoped they could use test to help children, not label them.

22. Lewis Terman and his IQ Test Take out a scrap piece of paper. A 8 year old has a mental age of 10, what is her IQ? Answer: 125 A 12 year old has the mental age of 9, what is his IQ? Answer: 75 A boy has the mental age of 10 and an IQ of 200, how old is he? Answer: 5 Used Binet’s research to construct the modern day IQ test called the Stanford- Binet Test.

23. Repeat after me… IQ is just a number

24. Problems with the IQ Formula It does not really work well on adults, why? then his IQ would be 50!!!!!! If a 60 year old man does as well as an average 30 year old That makes no sense!!!!!

25. Wechsler Intelligence Scales –Wechsler Adult Intelligence Scale (WAIS-III), ages 16 and older –Wechsler Intelligence Scale for Children (WISC-III) for children ages 3-16 –both have items that are organized into various subtests. –verbal section –performance section –verbal and performance combined give a single IQ

28. More IQ Tests California Test of Mental Ability –Language and non-language sections Otis-Lennon Mental Ability Test –Mixes factors together –Emphasizes verbal aspects of intelligence This is the test used most in Georgia

29. How do we construct Intelligence tests? Tests must be: Standardized Reliable Valid

30. Modern Tests of Mental Abilities Aptitude A test designed to predict a person’s future performance. The ability for that person to learn. Achievement A test designed to assess what a person has learned.

31. Standardization The test must be pre-tested to a representative sample of people and Form a normal distribution or bell curve

32. Aptitude and Intelligence Scores

33. Flynn Effect Better nutrition? More education? More stimulating environments? Smaller families? More parent involvement?

34. Reliability The extent which a test yields consistent results over time. Spilt halves or test–retest method.

35. Validity The extent to which a test measures what it is supposed to measure. Content Validity : does the test sample a behavior of interest Predictive Validity : does the test predict future behavior. Criterion related validity

36. Does Intelligence Change Over Time? By age 3, a child’s IQ can predict adolescent IQ scores. Depends on the type of intelligence, crystallized or fluid. Crystallized: one’s accumulated knowledge and skills; tends to increase with age Fluid: ability to reason speedily and abstractly; tends to decrease with age

37. Intelligence Endures

38. Extremes of Intelligence

41. Causes of Retardation Many times cause is unknown Organic retardation –results from genetic problems or brain damage –Chromosomal factors: Down’s syndrome Cultural-familial retardation –results from a greatly impoverished environment. Injury before, during, after birth Poisonous substances: lead, carbon monoxide Malnutrition Disease: Measles Theory about Autism: vaccinations around 18 months

42. Superior Intelligence Moderately gifted –usually defined by an IQ score between 130 and 150 Profoundly gifted –usually defined by an IQ score around 180 or above Prodigies –Display a mastery in a particular area at a young age, “normal” in other areas Rarely excel in more than one area Galileo  math  invented the pendulum at age 17 Mozart  played piano at 3, composed at 4 Savants –Gifted in one area but mentally challenged in all others

43. Characteristics of the Gifted Lewis Terman’s Study of the Gifted Studied 1528 superior individuals in California –Flaw?? Findings: –Read before enter school –¾ in 8 th grade score on achievement tests equal to 12 th graders –Leaders in school Not as self-centered as other students Interested in the problems of society Develop early career plans

44. Intelligence: Nature or Nurture? Twin studies –Identical & fraternal –Twins reared apart Adoption studies –More like biological parents or adoptive parents?

45. Interaction: nature & nurture Heritability –number that indicates the amount or proportion of some ability, characteristic, or trait that can be attributed to genetic factors (nature) Reaction range –indicates the extent to which traits, abilities, or IQ scores may increase or decrease as a result of interaction with environmental factors

47. Group Differences in Intelligence Test Scores The Bell curve is different for Whites v. Black. Math scores are different across genders and the highest scores are for Asian males. Why? Nature or Nurture

48. Test Bias? Tests do discriminate. But some argue that there sole purpose is to discriminate. We have to look at the type of discrimination.