1. Intelligence

2. Who is the most intelligent individual pictured here?

3. Is intelligence one general ability, or several specific abilities?
Different cultures deem “intelligent” as whatever attributes enable success in those cultures
Is a talented artist who can’t do math “unintelligent”? Is a brilliant scientist who can’t follow a road map “unintelligent”?

4. What is “Intelligence”?
Intelligence – mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations

5. What is Intelligence?
Intelligence - The global capacity to profit from experience and to go beyond given information about the environment.

6. What is Intelligence?
Intelligence - the ability to learn or understand things or to deal with new or difficult situations

7. While intelligence is one of the most talked about subjects within psychology, there is no standard definition of what exactly constitutes 'intelligence.' Some researchers have suggested that intelligence is a single, general ability, while other believe that intelligence encompasses a range of aptitudes, skills and talents.

8. General Intelligence Charles Spearman
Intelligence is defined as a single measure of general cognitive ability (g), such as an IQ test score, your SAT score, or your DSTP scores. Primarily measures only academic prowess.

9. Theory of Multiple Intelligences
Howard Gardner
Linguistic
Logical-Mathematical
Body-Kinesthetic
Spatial
Musical
Interpersonal
Intrapersonal
Naturalist
Existential*

10. Howard Gardner’s Multiple Intelligences
How Intelligent Are Animals?
Boosting Brain Power

11. Linguistic – A person's ability to construct and comprehend language
Journalists, poets, novelists, storyteller

12. Logical-Mathematical – Our ability to work with numbers, to mentally process logical problems and mathematic equations
Scientists, accountants, navigator, surveyor

13. Body-Kinesthetic - To possess control of movements, balance, agility and grace.
Athletes, dancers, craftsperson

14. Spatial – How we comprehend shapes and images in three dimensions.
Artists, cab drivers, architects, chess player

15. Musical - The ability to perform and compose music.
Pianist, Composers, Singer

16. Interpersonal – The ability to interact with others, understand them, and interpret their behavior known as interpersonal intelligence. Social skills.
Politicians, clergy, talk show host, salesperson

17. Intrapersonal – Intrapersonal intelligence allows us to reflect and understand our own well being - who we are, what feelings we have, and why we are this way.

18. Naturalistic – experiencing and understanding in the natural world, plant and aquatic life
Rangers, Guides, Environmentalists, Zoologists, Archeologists, Geologists

19. Existential Intelligence
Existential Intelligence*- Individuals who pose and ponder questions about broad themes such as life, death, justice
Philosophers and Thinkers, Human Rights Activists

20. Emotional Intelligence
Salovey and Mayer
Gardner’s Multiple Intelligences PLUS:
Emotional Intelligence – superb social skills, manages conflicts well, and has great empathy for others

21. Triarchic Theory of Multiple Intelligences
Robert Sternberg
-Analytical
-Creative
-Practical

22. Analytical – Assessed by intelligence tests, which present well-defined problems having single right answers; academic intelligence. Commonly referred to as “book smarts”.

23. Practical Intelligence – the ability to adapt to the environment, reflecting was is commonly called “street smarts”.

24. Creative Intelligence – the ability to effectively deal with novel situations by drawing on existing skills and knowledge.

25. Intelligence Anomalies
Savant Syndrome – a condition in which a person otherwise limited in mental ability has an exceptional specific skill, such as in computation or drawing; some people are mentally handicapped in almost every aspect except for one very specific ability.
Prodigies – an individual with otherwise normal abilities except for a single exceptional talent

26. Savant Piano
Savant Drawing
Basketball Prodigy
Piano Prodigy
Art Prodigy

27. Assessing Intelligence

28. Two Types of Intelligence Tests
Achievement Test – a test designed to assess what a person has already learned
Aptitude Test – a test designed to predict a person’s future performance; aptitude is the capacity to learn

29. Stanford-Binet – the most widely used written intelligence test
Wechsler Adult Intelligence Scale – the most widely used intelligence test; contains verbal and performance (nonverbal) subtests

30. Factor Analysis – a statistical procedure that identifies clusters of related items (factors) on a test; used to identify different dimensions of performance that underlie one’s total score
Along with your score on a test, there is a breakdown of your performances on individual sections of the test – 600 Verbal, 700 Math on a total SAT score of 1300

31. How do you determine IQ? Step 1
Mental Age – the chronological age that most typically corresponds to a given level of performance.
A child who does as well as the average 8-year-old is said to have a mental age of 8.

32. How do you determine IQ? Step 2
Intelligence Quotient (IQ) – defined originally as the ratio of mental age (ma) to the chronological age (ca), multiplied by (MA / CA) X 100
An 8-year old student that takes an IQ Test scores as well the average 10-year old.
10/8 = 1.25 X 100 = 125 IQ

33. IQ Scale Over 140 - Genius or near genius
Very superior intelligence
Superior intelligence
Normal or average intelligence
Dullness
Borderline deficiency
Under 70 - Definite feeble-mindedness

34. The Flynn Effect – The average IQ of people has generally risen over the last century. This doesn’t mean that people have necessarily gotten “smarter”. Schools have gotten better, technology has gotten better, access to education has gotten better…….the environment has helped to increase general IQ, not a natural increase in brain power.

35. When you take any test, you have to consider….
Is it a standardized test?
Is it reliable?
Is it valid?

36. Establish A “Standard”
Standardization – defining meaningful scores by comparison with the performance of a pretested “standardization group”
The “control” test group (a representative sample of the entire population you are comparing scores to) scored an average of 1000 on the SAT. You scored a 1200 on the SAT. You are “above” the standard.

37. Is The Test “Reliable”?
Reliability – the extent to which a test yields consistent results, and how well it can be replicated

38. Checking Reliability
Split-Half Reliability – Half of the students answer all of the odd questions, the other half answer all of the even questions on a test. The scores should be similar if the test is consistently testing the same knowledge throughout.
Equivalent Form – Students who receive Form A of a test should score similarly to those students who received Form B regarding the same information.

39. Is The Test “Valid”?
Validity – the extent to which a test measures or predicts what it is supposed to

40. Content Validity – the extent to which a test samples the behavior that is of interest
If a test is supposed to test your knowledge of mathematical principles, the questions should be on math, not history or writing skills

41. Predictive Validity – the success with which a test predicts the behavior it is designed to predict; it is assessed by computing the correlation between test scores and the criterion behavior
Is a test is designed to measure mechanical aptitude, people who receive high scores should ultimately prove more successful in mechanical jobs than people that scored low

42. Reliability and Validity
It is possible to have a test that is reliable, but not valid. Such a test consistently measures something, but not what it is intended to measure.
IE. A vocabulary test given in math class is reliable as far as testing vocabulary, but is not a valid measure of a student’s mathematical intelligence.

43. Reliability and Validity
It is impossible to have a test that is valid, but not reliable. If individual scores fluctuate wildly, then they cannot consistently correlate with other scores, whatever those scores may be.
Tests cannot be accurately measuring a given set of material if scores on those tests vary wildly. On multiple tests of a single mathematical principal you score an 89, 34, 56, and a 99, the tests cannot have been consistently testing the same material, nor can they be good indicators that you know or don’t know the material.