1. Intelligence and Creativity
CHAPTER 9
Intelligence and Creativity
Scientists are not sure exactly what intelligence and creativity are. This chapter looks at methods and devices designed to measure these complex concepts.
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2. I believe the answer to the problem is . . .
Understanding Intelligence
I believe the answer to the problem is . . .
Psychologists define intelligence as the ability to understand and adapt to the environment using a combination of inherited abilities and learned experiences.
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3.     The Stanford-Binet Intelligence Test
Constructed in the early 1900s by Alfred Binet
Described four elements of intelligence 
Direction = the ability to work toward a goal 
Adaptability = making necessary adjustments to solve a problem 
Comprehension = understanding the basic problem
Self-evaluation = knowing if the problem has been solved correctly 
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4. Items Used in the Stanford-Binet Test
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5. Mental Age
Binet used the term mental age to describe the level of intellectual functioning. The average five-year-old should pass most items on a test designed for that age.
Intelligence Quotient (I.Q.) is a measure that compares mental age with physical age. A seven-year-old child with a mental age of eight will have an IQ of 114.
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6. I.Q. Calculating I.Q. Mental Age I.Q. X 100 = Chronological Age 7
Examples:
X 100 =
100 7 8
X 100 =
114 7
What is the I.Q. of a 16-year-old girl with a mental age of 20?
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7. I.Q. Calculating I.Q. Mental Age I.Q. X 100 = Chronological Age 7
Examples:
X 100 =
100 7 8
X 100 =
114 7
What is the I.Q. of a 16-year-old girl with a mental age of 20? 20 16
= X 100 = 125
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8. The Wechsler Intelligence Test
David Wechsler (WEX-ler) devised a different intelligence test to measure “real world” intelligence.
The first part of the test included verbal items like the Binet test.
The second part was a nonverbal I.Q. test called a performance scale.
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9. New definitions of Intelligence
Psychologists now realize that traditional academic measures do not reflect all aspects of intelligence. Howard Gardner and Daniel Goldman, among others, developed new approaches for looking at intelligence.
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10. Click on the intelligences for more information.
According to Howard Gardner’s Theory of Multiple Intelligences, there are seven* broad components of intelligence.
Language
Interpersonal
Logical/Math
Intrapersonal
Visual/Spatial
Body Movement
* He later added an eighth (naturalistic) intelligence.
Click on the intelligences for more information.
Musical
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11. Capacity to understand logical and numerical patterns
Click for more information.
Interpersonal
Logical/Mathematical
Intrapersonal
Capacity to understand logical and numerical patterns
Body Movement
Musical
Visual/Spatial
Logical/Math
Language
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12. Capacity to understand sounds, rhythms, functions of language
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Interpersonal
Language
Intrapersonal
Capacity to understand sounds, rhythms, functions of language
Body Movement
Musical
Visual/Spatial
Logical/Math
Language
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13. Capacity to appreciate music, pitch, timbre
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Interpersonal
Musical
Intrapersonal
Capacity to appreciate music, pitch, timbre
Body Movement
Musical
Visual/Spatial
Logical/Math
Language
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14. Capacity to perceive spatial world
Visual/Spatial
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Interpersonal
Capacity to perceive spatial world
Intrapersonal
Body Movement
Musical
Visual/Spatial
Logical/Math
Language
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15. Capacity to control one’s movements
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Interpersonal
Body Movement
Intrapersonal
Body Movement
Capacity to control one’s movements
Musical
Visual/Spatial
Logical/Math
Language
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16. Capacity to understand others’ moods, and motivations
Interpersonal
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Capacity to understand others’ moods, and motivations
Interpersonal
Intrapersonal
Body Movement
Musical
Visual/Spatial
Logical/Math
Language
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17. Capacity to understand your own behavior and talents
Intrapersonal
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Capacity to understand your own behavior and talents
Interpersonal
Intrapersonal
Body Movement
Musical
Visual/Spatial
Logical/Math
Language
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18. Daniel Goleman’s Theory of Emotional Intelligence
The ability to feel, deal with, and recognize emotions makes up its own kind of intelligence.
Aspects of this theory include:
Emotional self-awareness: knowing what we are feeling and why
Managing and harnessing emotions: knowing how to control and respond to feelings appropriately
Empathy: knowing what another person is feeling
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19. Is Intelligence Inherited?
Research indicates that 50% of intelligence is the result of heredity.
The other 50% is influenced by the environment (family, education, social class, nutrition, stimulation, and so on).
Heredity sets limits on intelligence and the environment allows people to realize their full intelligence.
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20. Median Correlation in I.Q. Scores for Twins and Siblings
% Shared Genes
.85
100%
Identical twins reared together
100%
.72
Identical twins reared apart
50%
.60
Fraternal twins reared together
.45
50%
Siblings reared together
.25
50%
Siblings reared apart
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21. Issues in Intelligence Testing
Individual vs. group testing: Group I.Q. testing can give fairly accurate results, but relies on verbal testing only.
The average range of error in I.Q. scores is about seven points.
The Supreme Court has ruled that I.Q. test results cannot determine placement of children in schools.
Cultural bias in the creation of test questions may discriminate against minority populations.
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22. Superior Intelligence
The stereotype of the “mad scientist” doesn’t hold up to scrutiny . . .
Dr. Lewis Terman discovered that people with I.Q.s over 150
had done well in school
were well adjusted
have been studied at intervals since the 1920s
remained healthier and more successful than the average person
had lower rates of alcoholism, divorce, and suicide
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23. Basic Classifications of Mental Retardation
Borderline Mental Retardation
I.Q
This group is composed of slow learners who can be employed in basic skills occupations. They are not retarded by legal definition and would not be entitled to disability benefits.
Mild Mental Retardation
I.Q
Individuals in this group receive special help in school and and are legally termed “retarded.” People at the upper end of the I.Q. range can function on their own, marry, and raise families. People at the lower end of the scale need help and supervision.
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24. Moderate Mental Retardation I.Q. 36-51
People in this group have physical problems stemming from diseases. They are trained to take care of themselves and can live at home under supervision. Skill levels rarely exceed those of normal 4 to 7 year olds.
Severe Mental Retardation
I.Q
Severely mentally retarded people need constant supervision. Most cannot benefit from attending school.
Profound Mental Retardation
I.Q. 19 or below
This group of people comprise less than 1% of the population. They rarely mature beyond the age of two and only engage in limited communication. They are unable to dress or care for themselves.
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25. Creativity
Intelligence and creativity are somewhat, but not closely, related. People who are creative tend to excel in one area. One measure of creativity is the ability to break set, or think about something in an entirely new way to problem solve.
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26. Summary of Main Topics Covered
Intelligence Testing
New Definitions of Intelligence
Heredity and Environment
Problems in Intelligence Testing
Below and Above the Norm
Breaking Set
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