Intelligence What makes us intelligent Or Not so intelligent

Intelligence What makes us intelligent Or Not so intelligent
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Intelligence questions (10 nc)
What is factor analysis? Howard Gardner’s multiple intelligences? Sternberg’s 3 intelligences? Emotional intelligence? Stanford-Binet (IQ) test? Aptitude vs. Achievement test? What are qualities of a good test? What is the Flynn effect? Gender/social differences in intelligence? Forms of mental retardation?

What is 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. Intelligence Test – a method of assessing mental aptitudes and comparing them with others Intelligence mental ability to learn from experience Defined by the attributes that enable success in a culture – socially constructed Ex. In Solon High School it is…. Intelligence tests – assess individuals mental aptitude and compare them with others A sort of problem solving that demonstrates school smarts is what has been assessed historically Ex. Stanford Binet, WISC, WAIS Great debate over whether we have inborn intelligence (mental capacity and can we quantify it as a meaningful number. To what extent is it heredity or environment Reification – viewing an abstract immaterial concept as if it were a concrete thing. I am gifted because I have an IQ of 140 – better to say I scored 140 on the intelligence test According to this definition, are both Einstein and Ruth intelligent?

Theories of Intelligence
g-intelligence (Spearman) vs. Thurstone’s primary mental abilities Gardner’s Theory of Multiple Intelligence Sternberg’s Three Intelligences Social Intelligence/Emotional Intelligence - EQ

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 discovery his g or (general intelligence). Factor analysis - used to assess whether intelligence is a single trait or a collection of specific abilities G intelligence (Spearman) – a general intelligence that underlies successful performance on a wide variety of tasks Common skill set, the g factor underlies all of our intelligent behavior Ex. Those who score above average on a test of mathematical aptitude will also score above ave. on a test of verbal aptitude People’s scores on general intelligence factor are most highly correlated with their ability to solve novel problems Thurstone disagreed with Spearman – identified 7 clusters of primary mental abilities rather than one general intelligence factor Ie. Fluency, verbal comprehension, spatial ability, perceptual speed, numerical ability, inductive reasoning and memory Researchers identified that someone who scored high on one of the 7 attributes also scored high on others , providing some evidence of general intelligence He saw using FA that doing well in one area of a test predicted that you will do well in another.

Thurstone’s Primary Mental Abilities
Identified 7 Clusters of primary mental abilities Fluency, verbal comprehension, spatial ability, perceptual speed, numerical ability, inductive reasoning and memory Researchers identified that someone who scored high on one of the 7 attributes scored high on others

Multiple Intelligences
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).

Gardner’s Multiple Intelligences?
Visual/Spatial Verbal/Linguistic Logical/Mathematical Bodily/Kinesthetic Musical/Rhythmic Interpersonal Intrapersonal Natural Howard Gardner – identified 8 intelligences Criticized for extending the definition of intelligence to an overly broad range of talents Learn More about Gardner

Gardner’s Multiple Intelligences
Linguistic Logical-Mathematical Spatial Musical Bodily-Kinesthetic Interpersonal Intrapersonal

Linguistic Often measured on IQ tests with reading comprehension and vocabulary tests Logical-Mathematical Spatial Musical Bodily-Kinesthetic Interpersonal Intrapersonal

Linguistic Often measured on IQ tests with analogies, math problems and logic problems Logical-Mathematical Spatial Musical Bodily-Kinesthetic Interpersonal Intrapersonal

Linguistic Logical-Mathematical Ability to form mental images of objects and think about their relationships in space Spatial Musical Bodily-Kinesthetic Interpersonal Intrapersonal

Linguistic Logical-Mathematical Spatial Ability to perceive and create patterns of rhythms and pitches Musical Bodily-Kinesthetic Interpersonal Intrapersonal

Linguistic Logical-Mathematical Spatial Musical Ability for controlled movement and coordination Bodily-Kinesthetic Interpersonal Intrapersonal

Linguistic Logical-Mathematical Spatial Musical Bodily-Kinesthetic Ability to understand other people’s emotions, motives and actions Interpersonal Intrapersonal

Linguistic Logical-Mathematical Spatial Musical Bodily-Kinesthetic Ability to know oneself and to develop a sense of identity Interpersonal Intrapersonal

1. Rearrange the following letters to make a word and choose the category in which it fits.
RAPETEKA A. city B. fruit C. bird D. vegetable Correct answer: bird (parakeet) 2. Find the answer that best completes the analogy people : democracy :: wealthy : A. oligarchy B. oligopoly C. plutocracy D. timocracy E. autocracy Correct answer: plutocracy

Which does not belong?

Logic 2. The day before the day before yesterday is three days after Saturday. What day is it today? A. Monday B. Tuesday C. Wednesday D. Thursday E. Friday

1. At the end of a banquet 10 people shake hands with each other
1. At the end of a banquet 10 people shake hands with each other. How many handshakes will there be in total? A. 100 B. 20 C. 45 D. 50 E. 90

Sternberg’s Three Aspects of Intelligence
Gardner Simplified Analytical (academic problem solving). Creative (generating novel ideas) Practical (common sense). Triarchic theory of three intelligences Analytical ex. Person who can solve complex mathematical problem in record time Practical – salesperson who established a large network of clients

Sternberg’s Triarchic Theory
Practical Intelligence Analytical Intelligence Creative Intelligence

Practical Intelligence Ability to cope with the environment; “street smarts” Analytical Intelligence Writing skills, motivating others, effectively delegating tasks Creative Intelligence

Practical Intelligence Ability to analyze problems and find correct answers; ability measured by most IQ tests Analytical Intelligence also called logical reasoning Creative Intelligence

Practical Intelligence Form of intelligence that helps people see new relationships among concepts; involves insight and creativity Analytical Intelligence Thinking up a caption for an untitled cartoon or coming up with a ad campaign for a new product Creative Intelligence

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 Social intelligence – know-how involved in comprehending social situations and managing oneself successfully Emotional intelligence is a critical component of social intelligence Emotional intelligence = ability to Perceive emotions – recognize them in faces music and stories Understand emotions – to predict them and how they change and blend Manage emotions – know how to express them in varied situations See emotions to enable adaptive or creative thinking ex. High IQ, but poor social skills ie, get mad easily, few friends Control impulses and delay immediate gratification – marshmellow test

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 +.33 correlation with brain size and IQ score. .33 correlation with brain size and IQ score Brain size and nonverbal IQ scores fall with age Einstein’s brain – not heavier or larger in total size, but 15% larger in the parietal lobe’s lower region (mathematical and spatial info)

Brain Size and Complexity
Higher performing brains: use less glucose have more synapses more gray matter (cell body) in areas involved in memory attention language Intelligent children – greater brain plasticity Highly educated people have more synapses Greater brain plasticity due to environment – rats developed thicker and heavier cortexes if in stimulating environment

BBrain Function Neurological speed Perceptual Speed
correlation Neurological speed Fast reaction on simple tasks Retrieve info from memory Perceptual Speed – more highly intelligent take in perceptual images at greater speed

How do we Assess Intelligence?
Frances Galton – intellectual superiority was inherited Alfred Binet and Theodore Simon mental age - what a person of a particular age should know. Predict future performance through determination of mental age Wanted to eliminate teacher bias and help children, not label them. Galton – Hereditary Genius (book) believed that superior intelligence was inherited attempted to assess intellectual strengths by measuring muscular power, sensory acuity and body proportions French govt wanted to objectively identify children with special needs and take away teacher bias on student learning potential Assumed that a bright child would perform like a normal child at an older age Tests were initially designed to assess academic aptitude Never intended his test to be a numerical measure of inherited intelligence Mental age - the chronological age that most typically corresponds to a given level of intelligence test performance. Measured child’s reasoning skills If you are ten but performing at a level characteristic of an 8 year old your mental age would be 8

Terman (from Stanford) and his IQ Test
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. mental age multiplied by chronological age divided by 100. IQ = 125 IQ = 75 iQ = 20 Most IQ tests no longer compute an IQ, but represent the test taker’s performance relative to the ave. performance of others Terman wanted to use the test to encourage selective breeding of highly intelligent people. (similar to Eugenics) US govt developed new tests to evaluate both newly arriving immigrants and WWI army recruits Poor test scores among immigrants who were not of Anglo-Saxon heritage were attributed by some psychologists of that day to innate mental inferiority.

The Normal Curve and Stanford-Binet IQ Scores
About 2/3 of all test-takers fall between 85 and 115 IQs less than 70 = mental retardation. More than 130 = gifted Fig. 8.1

Table 6.2 Sample Items from the Stanford-Binet Intelligence Test, Form L–M
The older the test taker is, the more the test requires in the way of verbal comprehension and fluency. Age Task 4 Fills in the missing word when asked, “Brother is a boy; sister is a .” Answers correctly when asked, “Why do we have houses?” 9 Answers correctly when examiner says, “In an old graveyard in Spain they have discovered a small skull which they believe to be that of Christopher Columbus when he was about 10 years old.” What is foolish about that? Examiner presents folded paper; child draws how it will look unfolded. 12 Completes “The streams are dry there has been little rain.” Tells what is foolish about statements such as “Bill Jones’s feet are so big that he has to put his trousers on over his head.” Adult Can describe the difference between misery and poverty, character and reputation, laziness and idleness. Explains how to measure 3 pints of water with a 5-pint and a 2-pint can.

Problems with the IQ Formula
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!!!!!

Aptitude v. Achievement Tests
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. Achievement tests – test learned knowledge and skills Ex. AP Psych Exam, Drivers license test Aptitude tests – predict ability to learn a new skill Ex. Test to become a computer salesman/programmer

Modern Tests of Mental Abilities
Wechsler Adult Intelligence Scale (WAIS) consists of 11 subtests Factor Analysis Verbal and performance tests WISC – tests children’s intelligence 11 Separate verbal and performance tests Overall intelligence score and separate scores for verbal comprehension, perceptual org. working memory, and processing speed, Verbal test – general info, similarities, arithmetic reasoning, vocab, coprehension, digit span, Performance – picture completion, picture arrancement, block design, object assembly, digit symbol substitution – differences among scores can help teachers identify cognitive strengths and weaknesses.

Wechler Adult Intelligence Scale

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

Standardization The test must be pre-tested to a representative sample of people and Form a normal distribution or bell curve Standardized- When a person's test performance can be compared with that of a representative and pretested sample of people Normal distribution - A bell-shaped curve that characterizes a large sample of intelligence test scores is a graphic representation Ex. A graph of American women heights, weights, mental aptitudes 2, 13.5, 34 98% fall between 70 and 130 68% fall between

Flynn Effect Flynn Effect – improvement in intelligence scores over the past century

The Flynn Effect Performance on IQ scores has steadily increased over generations Environmental factors? Reduction in malnutrition Access to schooling Technological advances Due impart increasingly improved health and nutritian Demonstrates that you need to have updated standardization samples Not due to genetics

Reliability The extent which a test yields consistent results over time. Spilt halves or test–retest method. Reliability – test yields consistent results every time it is used Researchers assess the correlation between scores obtained on two halves of a single test in order to measure the reliability of a test. Measure alternative forms of the same test and assess the correlation between the scores

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. Validity – tests measures what it’s supposed to measure Ex. road test for a driver's license adequately samples the tasks a driver routinely faces “I don’t think the test predicts how well I will do in college Content validity – test samples the pertinent behavior or criterion – road test fro driver license has content validity bcs it samples tasks a driver routinely faces -course esams have content validity if they assess one’s mastery of a representative sample of course material Predictive validity – should predict criterion of future performance Predictive power of aptitude tests is strong in early school years, but weakens is later years (correlation is +.6 for children 6-12 yrs) Intelligence scores correlate with achievement tests (+.81) SAT is less than +.5 in predicting success in college. GRE even lower (.4) When validate a test using a wide range of people then use it with a restricted range of people, it loses much of its predictive validity (comparing students who all have very high aptitude scores) Academic Aptitude tests predict measure the success of an elementary students, but not higher levels Criterion related validity

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. Infant intelligence – preference for looking at a new picture rather than an old – quickly shift gaze from familiar to novel Before age 3 only moderately predict future aptitude By Age 4 – performance on intelligence tests begins to predict adolescent and adult scores High scoring adolescents tend to have been early readers (7th/8th grade study) Age 7 – intelligence scores stabilize. Consistency of scores over time increases with age – more stable for a 10th grader than a 6th grader SAT and GRE – verbal and math score correlation of .86 Intelligence scores of 11yr old scotts, retested at 80: - high scorers – more likely to live independently; less like to suffer from Alzeimers; live longer - Correlation of scores = .66 - Stability of intelligence scores overtime is most positively correlated with chronological age

What is fluid intelligence?
Our ability to learn new things, like technology.

What is crystallized intelligence?
Old people intelligence, ability to relate information to past experiences.

Extremes of Intelligence The Low Extreme
Intellectual disability Mental retardation Down syndrome 21st chromosome Mainstreamed Low extreme – IQ= 70 or below Intellectual disability – have to have both a low test score and difficulty adapting to independent living (1% of population) Down syndrome – extra chromosome 21 Trend over last 50 years has been to mainstream children with mild intellectual disabilities into regular and less restricted classrooms % of people diagnosed with intellectual disability has increased over past 80 years because test have been restandardized

Extremes of Intelligence Classifications of Intellectual Disability
Level Approximate Intelligence Scores Adaptation to Demands of Life Mild 50-70 May learn academic skills up to sixth-grade level. Adults may with assistance, achieve self-supporting social and vocational skills Moderate 35-50 May progress to second-grade level academically. Adults may contribute to their own support by laboring in sheltered workshops Severe 20-35 May learn to talk and to perform simple tasks under close supervision but are generally unable to profit from vocational training

Extremes of Intelligence Classifications of Intellectual Disability
Level Approximate Intelligence Scores Adaptation to Demands of Life Mild 50-70 May learn academic skills up to sixth-grade level. Adults may with assistance, achieve self-supporting social and vocational skills Moderate 35-50 May progress to second-grade level academically. Adults may contribute to their own support by laboring in sheltered workshops Severe 20-35 May learn to talk and to perform simple tasks under close supervision but are generally unable to profit from vocational training Profound Below 25 Require constant aid and supervision

Extremes of Intelligence The High Extreme
Terman’s study of gifted Self-fulfilling prophecy Appropriate developmental placement Tracking students Terman – studied children with IQ’s over Children were healthy well adjusted, unusually successful academically; most had attained high level of aducation – contridicted popular notion that gifted were socially maladjusted Critics of gifted education – Can lead to self fullfiling prophesies for those labeled “ungifted” and isolating them from an enriched ed enviro - Encouraging segregation and academic tracking – can widen he achievement gap between ability groups and increase social isolation.

Twin and Adoption Studies
Identical twin studies Polygenetic Adoptive children studies 3 findings support genetic contribution to intelligence Intelligence scores of identical twins reared together– virtually identical +.85 -reared apart lower correlation shows some enviro effect Brain scans reveal that twims have similar gray matter volume (soma) and same brain area for verbal and spatial intelligence Identified chromosomal regions important to intelligence and have identified specific genes that influence variation in intelligence and learning disabilities Other evidence for enviornmental Adoption enhances intelligence scores of mistreated and neglected children Fraternal twins tend to be more alike than other siblings bcs treated alike due to age – demonstrates influence of envior Mental similarities between adopted families wane with age until the correlation approaches zero by adulthood Genetic not enviro become more apparent with age – identical twins similarities increase into 80s Polygenetic – having more than one source

Heritability Heritability
Heritability – variation in intelligence test scores attributed to genetic factors = 50% - credit heredity to 50% of the variation in intelligence among people being studied percentage of variation in intelligence within a group that is attributable to genetic factors.*Never pertains to an indiviudal, only to why people differ Twin and adoption studies help us assess heritability The heritability of intelligence is greatest among genetically dissimilar individuals who have been raised in similar environments.

Heritability

Environmental Influences
Early environmental influences Tutored human enrichment Targeted training Schooling and intelligence Project Head Start Children raised in severely deprived environments (Iranian & Romanian orphanage), suffer intellectual developmental delays. Tutored human enrichment – Hunt trained caregivers in Iranian orphanages to imitate babble, and teaching them sounds from persian language – babies at 22 months could name 50+ objects and body parts Among the poor evviro can override genetic differences depressing cognitive development Having less qualified teachers (in many poverty-level areas = lower achievement scores Mozart effect – listening to classical music boosts cognitive ability Now discounted finding, but music training does result in improved attention and abstract thinking ability Targeted training – might help build mental muscles Schooling Head Start – govt funded preschool program reduce the likelihood that participants will repeat grades or require special education. increase the school readiness of children from disadvantaged home environments. Generally the aptitude benefits disapate over time High quality preschool programs boost emotional intelligence—creating better attitudes toward learning and reducing school dropouts and cirminality Seeing a “growth mindset”—that intelligence is changeable rather than a fixed mindset , --brain is like a muscle that grows stronger with use as neuron connections grow. Will focus on learning and growning Malnutrition, sensory deprivation and social isolation can retard normal brain development

Emotion-detecting ability Math and spatial aptitudes
Group Differences in Intelligence Test Scores Gender Similarities and Differences Spelling Verbal ability Nonverbal ability Sensation Emotion-detecting ability Math and spatial aptitudes Spelling – girls Verbal ability – girls Nonverbal – females better at remembering and locating objects Sensation – females more sensitive to touch, taste, oder Emotion detecting – females (read emotions in their infants and lovers – genetic?) Math and spatial – nearly identical scores; boys score better in math problem solving Scored higher on SAT; go into math fields, play chess (99% are word chess grandmasters) Exposure to male hormones during pregnacy facilitates spatial abilities Men have advantage in spatial aptitudes like rotating a 3-d shapes in one’s mind. Male scores vary more than females – boys outnumber girls at both low and high extremes

Ethnic similarities Ethnic differences
Group Differences in Intelligence Test Scores Ethnic Similarities and Differences Ethnic similarities Ethnic differences Racial groups differ in their ave. intelligence test scores High scoring people more likely to attain high levels of education and income Bell curve for blacks is centered around 85; for whites around 100 Sweden and Iceland exhibit little of the gender gap in mathematical abilities found in Turkey and Korea –demonstrating that mental abilities are socially influenced Race is not neatly defined – it’s a social construct, not biological—demonstrating that gaps on IQ test are environmental Intelligence scores are higher today than in 1930s – demonstrating that intelligence is environmentally influenced Asian students outperform North american students on math achievement and aptitude tests – recent phenomenon so may be more conscientiousness than competence White and black infants have scored equally well on infant intelligence measures and when they receive same pertinent knowledge they exibit similar info. Processing skill = cultural differences may account for racial differences Cultures rise and fall over centuries, genes do not making it difficult to attribute natural superiority to race

The Question of Bias Two meanings of bias Test-taker’s expectations
Popular sense Scientific sense Test-taker’s expectations Stereotype threat Biased if it detects not only innate difference in intelligence, but performance differences caused by cultural experiences Most likely to be culturally biased in terms of content validity Scientific sense – valid if predicts future of all test takers not just some groups – consensus is that major aptitude tests are not biased – predictive validity – measure what they intend to measure ie. Success in college Test-taker’s expectations Stereotype threat Women performed lower on math test then men bcs they felt apprehensive Blacks scored lower than whites when tested by whites than by black Self-fulfilling expections can be triggered by the stereotype threat When completing a verbal aptitude test, it minority group thinks it is biased, will perform lower than their ability Experts who defend against racial bias in tests note that differences occur in both verbal and nonverbal tests Agree that tests have predictive ability for both blacks and whites Tests help to eliminate personal opinions and subjective judgments in student’s academic potetial

Chapter 9 Quiz Intelligence

1. Aptitude tests are designed to measure
Don’t forget to write your answers on a separate piece of paper to grade when you’re done! 1. Aptitude tests are designed to measure a. Previously learned facts b. Future performance c. Previously learned skills d. Your IQ score

2. A standardization sample for developing a test
a. Should be representative of all the types of people for whom the test is designed b. Is an early version of the test to determine questions that differentiate individuals c. Is a set of norms that will determine what score should be considered passing d. Should include people from all different age groups, ethnic groups, and genders

3. The Flynn effect is the finding that
a) intelligence seems to increase with every generation b) television has decreased intellectual performance c) linguistic scores decline with age d) the more times people take a test, the better they tend to score

4. Advantages of group tests as compared to individualized tests include
a. That they are cheaper and give more accurate results b. That they can be given to a large group of people at one time and are cheaper to grade c. The ability to establish rapport between the examiner and subjects to put them at ease d. That they have proven to be more reliable and valid in measuring abilities

5. Which of the following best describes Charles Spearman’s g of intelligence?
a. There are many factors that determine intelligence, but genetics is the most important one. b. The internal validity of an intelligence test is g. c. A general intelligence that underlies success on a wide variety of tasks is g. d. Giftedness is determined by both innate ability to perform and experiences one has in life. e. The g is measured by the speed with which one can process information.

6. If a test is reliable, it means that
a) it tests what it is supposed to test b) it is a fair assessment c) it yields consistent results d) it is also valid

7. Freddie is a 10-year-old boy with a mental age of 12
7. Freddie is a 10-year-old boy with a mental age of 12. according to the scoring of the Stanford-Binet test, Freddie’s intelligence quotient score is a. 12 b. 83 c. 95 d. 120

8. A comparison of the scores of African-American test takers to the scores of European-American test takers on current popular intelligence tests such as the Wechsler Adult Intelligence Scale and the Stanford-Binet indicates that a. Black students outperform white students on creative and practical intelligence scores b. Adopted black children score higher than their biological siblings c. There is no difference between the scores of whites and blacks d. The mean of black students is lower than the mean of white students

9. During development of standardized tests, questions that are answered correctly by almost all students and those that are missed by almost all students are eliminated. Why? a. Only questions that are moderately difficult should be included on a test b. These questions fail to show individual differences in abilities c. These questions are poorly written d. The questions may be valid, but they are not reliable

10. Barika, who is 75, takes longer to solve problems that require abstract reasoning than she did when she was 35. This tendency indicates a. A decrease in her overall intelligence level b. An increase in her crystallized ability c. A decline in her fluid intelligence d. Failing eyesight, which can be compensated for by large print being used on a test

11. Intelligence tests tend to measure _______ thinking; tests of creativity tend to measure _______ thinking. a. Divergent; convergent b. Divergent; divergent c. Convergent; divergent d. Convergent; convergent

12. The form of mental retardation that is caused by the presence of an extra chromosome is
a. Phenylketonuria b. Hydrocephaly c. Psychosocial d. Down Syndrome

13. If your score falls at the 75th percentile on a standardized test, which of the following is an accurate interpretation? a. You correctly answered 75% of the items on the test. b. 75% of the people who took the test scored higher than you. c. 75% of the people who took the test scored at or below your score. d. Your answers to pairs of similar items on the test were the same 75% of the time.

14. Which of the following represents the strongest test-retest reliability for a test?
d

15. Whose research and conclusions triggered an emotional debate over ethnic differences in intelligence? a. Arthur Jensen b. David Wechsler c. Francis Galton d. Alfred Binet

Chapter 9 Answer Key 1. B 2. A 3. A 4. B 5. C 6. C 7. D 8. D 9. B

Intelligence What makes us intelligent Or Not so intelligent

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