1. What makes us intelligent Or Not so intelligent
Intelligence
What makes us intelligent Or
Not so intelligent

2. 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?

3. Key definitions 2a Operational definition: Aptitude
Operations used to measure a concept
Aptitude
Capacity for learning certain abilities
General intelligence test
Measures a wide variety of mental abilities
Intelligence test: method of assessing mental abilities; compares them to those of others; uses numerical scores

4. Is intelligence one thing or several different abilities? 3
To find out scientists use FACTOR ANALYSIS:
A statistical procedure that identifies clusters of related items on a test.
Charles Spearman used FA to discovery his g or (general intelligence).
He saw using FA that doing well in one area of a test predicted that you will do well in another.

5. Factor analysis General (g) Statistical procedure
Used to identify different dimensions of performance that underlie one’s total score
General (g)
Factor that Spearman (& others) believed underlines specific mental abilities
Measured by every task on an intelligence test

6. General Intelligence 3
The idea that general intelligence (g) exists comes from the work of Charles Spearman ( ) who helped develop the factor analysis approach in statistics.
OBJECTIVE 2| Present arguments for and against considering intelligence as on general mental ability.
Athleticism, like intelligence, is many things

7. General Intelligence 4
L. L. Thurstone, a critic of Spearman, analyzed his subjects NOT on a single scale of general intelligence, but on seven clusters of primary mental abilities, including:
Word Fluency
Verbal Comprehension
Spatial Ability
Perceptual Speed
Numerical Ability
Inductive Reasoning
Memory

8. Multiple Intelligences 5
Howard Gardner disagreed with Spearman’s g 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).

9. Gardner’s Multiple Intelligences 6
Visual/Spatial
Verbal/Linguistic
Logical/Mathematical
Bodily/Kinesthetic
Musical/Rhythmic
Interpersonal
Intrapersonal
Natural

10. Examples of multiple intelligences 6a
Language – used for thinking – lawyers, writers, comedians
Logic & math – used by scientists, accountants, programmers
Visual & spatial thinking – used by engineers, inventors, aviators
Music – used by composers, musicians
Kinesthetic – used by dancers, athletes, surgeons

11. Multiple intelligences 6
Intrapersonal skills (self knowledge) – used by poets, actors, ministers
Interpersonal skills (social abilities) – used by psychologists, teachers, politicians
Naturalistic skills – (ability to understand natural environment) – used by biologists, farmers

12. Sternberg’s Three Aspects of Intelligence 7
Gardner Simplified
Analytical (academic problem solving).
Creative (generating novel ideas)
Practical (required for everyday tasks where multiple solutions exist).

13. Robert Sternberg
Sternberg (1985, 1999, 2003) also agrees with Gardner, but suggests three intelligences rather than eight.
Analytical Intelligence: Intelligence that is assessed by intelligence tests.
Creative Intelligence: Intelligence that makes us adapt to novel situations, generating novel ideas.
Practical Intelligence: Intelligence that is required for everyday tasks (e.g. street smarts).

14. Emotional Intelligence (EQ) 8
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

15. Emotional Intelligence: Components 8a
Description
Perceive emotion
Recognize emotions in faces, music and stories
Understand emotion
Predict emotions, how they change and blend
Manage emotion
Express emotions in different situations
Use emotion
Utilize emotions to adapt or be creative

16. Origins of intelligence 9
Mental age:
Chronological age that most typically corresponds to a given level of performance
Child who does as well as average 8 year old has mental age of 8
IQ:
Ratio of mental age to chronological age multiplied by 100
IQ = ma/ca x 100

17. Alfred Binet
Alfred Binet and his colleague Théodore Simon practiced a more modern form of intelligence testing by developing questions that would predict children’s future progress in the Paris school system.

18. Lewis Terman 10
In the US, Lewis Terman adapted Binet’s test for American school children and named the test the Stanford-Binet Test. The following is the formula of Intelligence Quotient (IQ), introduced by William Stern:

19. Terman and his IQ Test 10
A 8 year old has a mental age of 10, what is her IQ?
A 12 year old has the mental age of 9, what is his IQ?
A boy has the mental age of 10 and an IQ of 200, how old is he?
Used Binet’s research to construct the modern day IQ test called the Stanford-Binet Test.
IQ=Mental age/Chronological age X 100.

20. How do we Assess Intelligence? 11
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.

21. Modern Tests of Mental Abilities 12
Wechsler Adult Intelligence Scale (WAIS) consists of 11 subtests and cues us in to strengths by using…..
Factor Analysis

22. David Wechsler 12
Wechsler developed the Wechsler Adult Intelligence Scale (WAIS) and later the Wechsler Intelligence Scale for Children (WISC), an intelligence test for preschoolers.

23. WAIS 12
WAIS measures overall intelligence and 11 other aspects related to intelligence that are designed to assess clinical and educational problems.

24. Problems with the IQ Formula 13
It does not really work well on adults, why?
If a 60 year old man
does as well as an average 30 year old
then his IQ would be 50!!!!!!
That makes no sense!!!!!

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

26. Normal Curve
Standardized tests establish a normal distribution of scores on a tested population in a bell-shaped pattern called the normal curve.

27. Flynn Effect
In the past 60 years, intelligence scores have risen steadily by an average of 27 points. This phenomenon is known as the Flynn effect.

28. Reliability 17
A test is reliable when it yields consistent results. To establish reliability researchers establish different procedures:
Split-half Reliability: Dividing the test into two equal halves and assessing how consistent the scores are.
Reliability using different tests: Using different forms of the test to measure consistency between them.
Test-Retest Reliability: Using the same test on two occasions to measure consistency.
OBJECTIVE 11| Explain what it means to say that a test is reliable.

29. 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

30. Validity 18 Content: Predictive Behavior matches the test sample
Driver’s test
Academic tests
Predictive
Future behavior
ACT measures success as a first year college student

31. Assessing intelligence 19
Predictive power of aptitude tests diminish as students move up the educational ladder
ACT predictive of first year success
Retaking ACT as a college junior – would not provide predictive information

32. Aptitude v. Achievement Tests 20
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.

33. Aptitude and Achievement Tests
Aptitude tests are intended to predict your ability to learn a new skill and achievement tests are intended to reflect what you have already learned.
OBJECTIVE 9| Distinguish between aptitude and achievement tests, and describe the modern test of mental abilities, such as the WAIS.

34. Does intelligence change over time? 21
Age 3 – child’s IQ can predict adolescent IQ scores
Depends on type of intelligence
Difference between crystallized or fluid intelligence
Crystallized – knowledge over time
Fluid – analytical type

35. Extremes of Intelligence 22

36. Extremes of intelligence 23
Retardation
IQ under 70
Mild – 50 – 70
Can educated
Moderate 49 – 35
Severe 34 – 20
Profound below 20
Savant:
Amazing specific skill
Genius
IQ over 140
Splinter skills:
Persons with low IQ have high success in certain skills

37. Test Bias? 24 Tests do discriminate.
But some argue that there sole purpose is to discriminate.
We have to look at the type of discrimination.

38. Group differences 25 Bell curve – different for whites and blacks
Math scores differ between genders
Why does this happen?
Does education have a place in this?
Is a real issue poverty?

39. Schooling Effects 26
Schooling is an experience that pays dividends, which is reflected in intelligence scores. Increased schooling correlates with higher intelligence scores.
To increase readiness for schoolwork,
projects like Head Start facilitate leaning.

40. Early Intervention Effects 27
Early neglect from caregivers leads children to develop a lack of personal control over the environment, and it impoverishes their intelligence.
Romanian orphans with minimal
human interaction are delayed in their development.

41. Environmental Effects 28
Differences in intelligence among these groups are largely environmental, as if one environment is more fertile in developing these abilities than another.

42. Genetic influences 29 Heritability Do we attribute success to genes?
Eugenics:
Selective breeding for desirable characteristics
Do we attribute success to environment
How do we study this?

43. Brain Size and Intelligence Is there a link? 30
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.

44. Additional terms Norms: Deviation IQ:
Average scores for a designated group of people
ACT
MME
Deviation IQ:
Scores based on a person’s relative standing in his/her age group – how far above/below average – a person’s score is relative to other scores

45. Mental retardation causes
Birth injuries
Lack of oxygen during delivery
Fetal damage
Prenatal damage from disease or drug use
(mother)
Congenital problem
Metabolic disorders
Affects energy use & production in body
Genetic abnormalities
Missing gene, extra gene, defective gene
PKU
Genetic disease – enzyme lacking
Microcephaly
Head & brain abnormally small
Brain develops in small space

46. Hydrocephaly Fragile X syndrome Cretinism Down syndrome
Build up of fluid in brain cavities
Pressure causes brain damage
Cretinism
Stunted growth
Insufficient thyroid supply
Down syndrome
Does not run in family
Older woman is, risk greater
Fragile X syndrome
Defect in x chromosome
Runs in family
Sex linked (boys)
Suffer from hyperactivity and attention disorder
Become severely retarded as adults