1. 1 Memory & Intelligence Carolyn R. Fallahi, Ph. D.

2. 2 Infant intelligence & Memory Historically, we have seriously underestimated infant’s abilities. Why? Historically, we have seriously underestimated infant’s abilities. Why? Definition of Learning: A relatively permanent change in behavior. Results from experience. Definition of Learning: A relatively permanent change in behavior. Results from experience.

3. 3 Types of Learning Habituation Habituation Dishabituation Dishabituation Measures of habituation and dishabituation predict intelligence in childhood. Measures of habituation and dishabituation predict intelligence in childhood.

4. 4 Types of Learning Classical Conditioning Classical Conditioning Operant conditioning Operant conditioning Social Learning Social Learning

5. 5 Infant Memory Babies tend to remember things that give them pleasure. Babies tend to remember things that give them pleasure.

6. 6 Memory Encoding Encoding Storage Storage Retrieval Retrieval Short-term memory Short-term memory

7. 7 Memory Memory Span: a method for assessing the capacity of memory. Memory Span: a method for assessing the capacity of memory. –2 digits: 2-3 year olds –5 digits: 7 year old children –61/2 digits: 7-13 year olds –Memory Span: a method for assessing the capacity of memory. –Adults: 7 bits of information

8. 8 Children’s memory Memory studies on children have shown that memory for children begins at 3 months old. Memory studies on children have shown that memory for children begins at 3 months old. Infantile amnesia: Cannot remember memories prior to 3 years old. Infantile amnesia: Cannot remember memories prior to 3 years old. False Memories False Memories Implicit Memories Implicit Memories Explicit memories Explicit memories

9. 9 Infant’s Memory Research done by Carolyn Rouie-Collier Research done by Carolyn Rouie-Collier –Infant’s memory of a mobile conscious? –Do infants acquire the ability to consciously remember the past? –A study on 2 1/2 month olds

10. 10 More studies on infant memory 7 month infants will search for an object shown to him/her. 7 month infants will search for an object shown to him/her. A young infant will not. A young infant will not. When does conscious memory develop? When does conscious memory develop?

11. 11 Melzoff & deferred imitation Deferred imitation: imitation that occurs after a time delay, or hours or days. Deferred imitation: imitation that occurs after a time delay, or hours or days. Meltzoff demonstrated that 9 month old infants could imitate actions they had seen performed 24 hours earlier. Meltzoff demonstrated that 9 month old infants could imitate actions they had seen performed 24 hours earlier.

12. 12 Problem Solving & Babies Babies also show the ability to perform problem-solving and solve complex problems. Babies also show the ability to perform problem-solving and solve complex problems. How does a child so young have this ability? The answer lies in understanding intelligence. How does a child so young have this ability? The answer lies in understanding intelligence.

13. 13 Intelligence The ability to perform goal-oriented behavior that is conscious and deliberate and adaptive. The ability to perform goal-oriented behavior that is conscious and deliberate and adaptive. To be able to identify and solve problems. To be able to identify and solve problems. Intelligence is the result of genetics and the environment. Intelligence is the result of genetics and the environment.

14. 14 History of Intelligence Alfred Binet Alfred Binet If you had to construct an IQ test, what kinds of questions would it contain? What kinds of abilities do you think that you would want to include? If you had to construct an IQ test, what kinds of questions would it contain? What kinds of abilities do you think that you would want to include? Infant Intelligence: Infant Intelligence: –Early tests given to babies –The Bayley Scales of Infant Development: widely used in assessing infant development. Mental scale Mental scale Motor scale Motor scale Infant behavior profile Infant behavior profile

15. 15 Binet & Simon Mental Age Mental Age Assessment: attention, perception, memory, numerical reasoning, verbal comprehension. Assessment: attention, perception, memory, numerical reasoning, verbal comprehension. Piaget: notion of adaptive thinking. Piaget: notion of adaptive thinking. “The form of equilibrium adaptation or exchanges between the organism and environment are directed.” “The form of equilibrium adaptation or exchanges between the organism and environment are directed.”

16. 16 Wechsler “The global capacity of the individual to act purposefully, think rationally, and to deal effectively with his environment.” “The global capacity of the individual to act purposefully, think rationally, and to deal effectively with his environment.” Is there a consensus? Is there a consensus?

17. 17 Intelligence Tests One Score Tests - One Score Tests - Stanford-Binet Intelligence Scale (ages 2-adult). Stanford-Binet Intelligence Scale (ages 2-adult). Wechsler Intelligence Scale for Children – IV (6- 16 years). Wechsler Intelligence Scale for Children – IV (6- 16 years). Wechsler Preschool & Primary Scales of Intelligence – 4-6.5 yeares Wechsler Preschool & Primary Scales of Intelligence – 4-6.5 yeares Wechsler Adult Intelligence Scale – III (16 & older). Wechsler Adult Intelligence Scale – III (16 & older).

18. 18 Wechsler Tests: Verbal IQ Verbal IQ: Measures learned/absorbed knowledge; knowledge of history, literary/biological facts; knowledge relating to competent functioning in the world; knowledge of mathematics; knowledge of the meaning of specific words. Verbal IQ: Measures learned/absorbed knowledge; knowledge of history, literary/biological facts; knowledge relating to competent functioning in the world; knowledge of mathematics; knowledge of the meaning of specific words.

19. 19 Performance IQ Measures unfamiliar tasks Measures unfamiliar tasks Speed is critical Speed is critical Measures on-the-spot analytical thinking Measures on-the-spot analytical thinking Measures how well a person can master new problems Measures how well a person can master new problems IQ measures person’s sanding as compared to a reference group IQ measures person’s sanding as compared to a reference group

20. 20 VIQ vs. PIQ vs. FSIQ VIQ: measures acquired knowledge, verbal reasoning, attention to verbal materials VIQ: measures acquired knowledge, verbal reasoning, attention to verbal materials PIQ: measures fluid reasoning, spatial processing, attentiveness to detail, and visual- motor integration PIQ: measures fluid reasoning, spatial processing, attentiveness to detail, and visual- motor integration FSIQ: overall summary score – estimates an individual’s general level of intellectual functioning. FSIQ: overall summary score – estimates an individual’s general level of intellectual functioning. What does this mean? What does this mean?

21. 21 Factor Analytic Approach Factor analysis: a statistical procedure for identifying clusters of tests or test items (called factors) that are highly correlated with each other and unrelated to other items. Factor analysis: a statistical procedure for identifying clusters of tests or test items (called factors) that are highly correlated with each other and unrelated to other items.

22. 22 Standardization What does this mean? What does this mean? Lots of people take the test to make sure its reliable and valid. Lots of people take the test to make sure its reliable and valid. Cultural bias of tests: many have argued that tests were written for white middle class children and they were standardized in that population. Cultural bias of tests: many have argued that tests were written for white middle class children and they were standardized in that population. Now: Stanford-Binet has been standardized via diverse populations…. But still…. Now: Stanford-Binet has been standardized via diverse populations…. But still….

23. 23 WAIS-III Standardized sample 2,450 students 2,450 students 1995 US Census dat 1995 US Census dat Stratified according to age, sex, race/ethnicity, geographic region, and education level. Stratified according to age, sex, race/ethnicity, geographic region, and education level.

24. 24 IQ Range Classifications IQ Range Classification IQ Range Classification –130 & above: Very Superior –120-129: Superior –110-119: High Average –90-109: Average –80-89: Low Average –70-79: Borderline –69 & below: Extremely Low

25. 25 Diagnostic Issues with Intelligence The issue of extreme scores The issue of extreme scores Diagnosis of Gifted and Talented Diagnosis of Gifted and Talented Diagnosis of Mental Retardation Diagnosis of Mental Retardation –IQ Classification –50-69: Mild –35-49: Moderate –20-34: Severe –Below 20: Profound

26. 26 Other Types of Tests Achievement Tests – The Woodcock Johnson Achievement Tests – The Woodcock Johnson Aptitude Tests Aptitude Tests

27. 27 Self-righting tendency Given a favorable environment, infants generally follow normal developmental patterns unless they have suffered severe damage. Given a favorable environment, infants generally follow normal developmental patterns unless they have suffered severe damage.

28. 28 Important Issues with Intelligence Tests Standardization Standardization Cultural Bias Cultural Bias Not all average IQ kids are alike Not all average IQ kids are alike Low IQ kids Low IQ kids

29. 29 Theories of Intelligence Sternberg’s Triarchic Theory of Intelligence Sternberg’s Triarchic Theory of Intelligence –What is intelligence? Adaptation to one’s environment. –Assesses analytical, creative, & practical tests

30. 30 Horn & Cattell What is intelligence? A description of thinking & capabilities. This is a description of abilities. What is intelligence? A description of thinking & capabilities. This is a description of abilities. 9 broad abilities 9 broad abilities –Fluid Reasoning –Acculturation Knowledge –Short-term apprehension retention or STM –Fluency of retrieval from LT storage or LTM –Visual Processing

31. 31 Horn & Cattell Auditory Processing Auditory Processing Processing Speed Processing Speed Correct decision speed Correct decision speed Quantitative Knowledge Quantitative Knowledge

32. 32 Evidence that this theory has merit Developmental studies Developmental studies Research on the aged Research on the aged Studies on achievement Studies on achievement Neurological evidence Neurological evidence Heritability studies Heritability studies –Outlines for different intelligences can be seen in early childhood. Why? Separate genetic determiners and separate environment. Determiners.

33. 33 Horn & Cattell’s biggest contribution: Fluid v. Crystallized intelligence Fluid intelligence Fluid intelligence Crystallized intelligence Crystallized intelligence

34. 34 Theory of Multiple Intelligences Gardner: Multiple Intelligences Gardner: Multiple Intelligences Surveyed atypical populations & found jagged cognitive profiles. Surveyed atypical populations & found jagged cognitive profiles. These profiles are inconsistent with unitary view of intelligence. These profiles are inconsistent with unitary view of intelligence. Theory came from atypical populations Theory came from atypical populations –Prodigies –Idiot savants –Autistic children –LD children –Question: does training in 1 area influence skills in other areas. For example, does math training affect musical ability?

35. 35 Gardner (1993) Linguistic intelligence – word smart Linguistic intelligence – word smart Logical-mathematical intelligence – number/reasoning smart Logical-mathematical intelligence – number/reasoning smart Spatial intelligence- picture smart Spatial intelligence- picture smart Bodily-kinesthetic intelligence – body smart Bodily-kinesthetic intelligence – body smart Musical intelligence – music smart Musical intelligence – music smart Interpersonal intelligence – people smart Interpersonal intelligence – people smart

36. 36 Gardner Inrapersonal intelligence – self smart Inrapersonal intelligence – self smart Naturalistic intelligence – nature smart Naturalistic intelligence – nature smart