1. 1 Intelligence Module 25

2. 2 Thinking, Language, & Intelligence Overview Intelligence  What Is Intelligence?  Theories of Intelligence  Assessing Intelligence  Genetic and Environmental Influences on Intelligence  Group Differences in Intelligence Test Scores

3. 3 Intelligence is what you use when you don't know what to do. Jean Piaget

4. 4 What is Intelligence? Intelligence (in all cultures) is the ability to learn from experience, solve problems, and use our knowledge to adapt to new situations. In research studies, intelligence is whatever the intelligence test measures. This tends to be “school smarts.”

5. 5 General Intelligence Spearman proposed that general intelligence (g) is linked to many clusters that can be analyzed by factor analysis. For example, people who do well on vocabulary examinations do well on paragraph comprehension examinations, a cluster that helps define verbal intelligence. Other factors include a spatial ability factor, and a reasoning ability factor. LinkLink Battle of the Brains 49:23

6. 6 Contemporary Intelligence Theories Howard Gardner (1983, 1999) supports the idea that intelligence comes in multiple independent forms. Gardner notes that brain damage may diminish one type of ability but not others. People with savant syndrome excel in abilities unrelated to general intelligence. Sacks Defines Savant Derek Paravicini 14:21 Kim Peak vid

7. Kim Peek …when Peek's father told him to lower his voice once in a restaurant, Peek slid down in his chair, bringing his larynx closer to the ground. …had an IQ of 87 -Sam Kean 7

8. 8 Howard Gardner Gardner proposes eight types of intelligences

9. 9 Triarchic Theory Sternberg agrees with Gardner, but suggests three intelligences rather than eight. 1.Analytical Intelligence: Intelligence that is assessed by intelligence tests. 2.Creative Intelligence: Intelligence that makes us adapt to novel situations, generating novel ideas. 3.Practical Intelligence: Intelligence that is required for everyday tasks (e.g. street smarts).

10. 10 Intelligence and Creativity Creativity is the ability to produce ideas that are both novel and valuable. It correlates somewhat with intelligence. 1.Expertise: A well-developed knowledge base. 2.Imaginative Thinking: The ability to see things in novel ways, recognize patterns and make connections. 3.A Venturesome Personality: A personality that seeks new experiences rather than following the pack. 4.Intrinsic Motivation: A motivation to be creative from within, must enjoy challenges. 5.A Creative Environment: A creative and supportive environment allows creativity to bloom. Creativity on TED

11. 11 Emotional Intelligence: Components ComponentDescription 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

12. 12 Emotional Intelligence: Criticism Gardner and others criticize the idea of emotional intelligence and question whether we stretch this idea of intelligence too far when we apply it to our emotions.

13. 13 Assessing Intelligence Intelligence test: a method for assessing an individual’s mental aptitudes and comparing them with others using numerical scores. Link Testing and Intel AMLink Testing and Intel AM 27:08

14. 14 Alfred Binet Alfred Binet practiced a modern form of intelligence testing by developing questions that would predict children’s future progress in the Paris school system.

15. 15 Lewis Terman 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)

16. 16 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.

17. 17 David Wechsler Wechsler developed the Wechsler Adult Intelligence Scale (WAIS) and later the Wechsler Intelligence Scale for Children (WISC), an intelligence test for school-aged children.

18. 18 WAIS WAIS measures overall intelligence and other aspects related to intelligence that are designed to assess clinical and educational problems.

19. 19 Principles of Test Construction For a psychological test to be acceptable it must fulfill the following three criteria: 1.Standardization 2.Reliability 3.Validity

20. 20 Standardization Standardizing a test involves administering the test to a representative sample of future test takers in order to establish a basis for meaningful comparison.

21. 21 Normal Curve Standardized tests establish a normal distribution of scores on a tested population in a bell-shaped pattern called the normal curve.

22. 22 Approximate Distribution of IQ Scores in the Population

23. 23 70 8511513014555100 34.13% 2.14% 13.59% Attorney Mechanic Factory worker Chemist Sales manager Secretary Accountant Sales Machinist Range of intelligence scores of the middle half of applicants for various occupations

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26. 26 Reliability A test is reliable when it yields consistent results. To establish reliability researchers establish different procedures: 1.Split-half Reliability: Dividing the test into two equal halves and assessing how consistent the scores are. 2.Test-Retest Reliability: Using the same test on two occasions to measure consistency.

27. 27 Validity Reliability of a test does not ensure validity. Validity of a test refers to what the test is supposed to measure or predict. 1.Content Validity: Refers to the extent a test measures a particular behavior or trait. 2.Predictive Validity: Refers to the function of a test in predicting a particular behavior or trait.

28. 28 Stability or Change? Intelligence scores become stable after about seven years of age.

29. 29 Extremes of Intelligence A valid intelligence test divides two groups of people into two extremes: the mentally retarded (IQ 70) and individuals with high intelligence (IQ 130). These two groups are significantly different.

30. 30 Aging and Intelligence Fluid intelligence: ability to reason speedily, declines with age Crystalline intelligence: accumulated knowledge and skills, increases.

31. 31 High Intelligence Contrary to popular belief, people with high intelligence test scores tend to be healthy, well adjusted, and unusually successful academically.

32. 32 Mental Retardation Mentally retarded individuals required constant supervision a few decades ago, but with a supportive family environment and special education they can now care for themselves.

33. 33 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.

34. 34 Genetic and Environmental Influences on Intelligence No other topic in psychology is so passionately followed as the one that asks the question, “Is intelligence due to genetics or environment?”

35. 35 Genetic Influences Studies of twins, family members, and adopted children together support the idea that there is a significant genetic contribution to intelligence.

36. 36 Adoption Studies Adopted children show a marginal correlation in verbal ability to their adopted parents.

37. 37 Heritability The variation in intelligence test scores attributable to genetics. We credit heredity with 50% of the variation in intelligence. It pertains only to why people differ from one another, not to the individual. LinkLink What makes a Genius 58.55

38. 38 Environmental Influences Studies of twins and adopted children also show the following: 1.Fraternal twins raised together tend to show similarity in intelligence scores. 2.Identical twins raised apart show slightly less similarity in their intelligence scores.

39. 39 Early Intervention Effects 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.

40. 40 Schooling Effects 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.

41. 41 Ethnic Similarities and Differences 1.Racial groups differ in their average intelligence scores. 2.High-scoring people (and groups) are more likely to attain high levels of education and income. To discuss this issue we begin with two disturbing but agreed upon facts:

42. 42 IQ and Expectations Teachers expectations affect student performance. Teachers given IQ scores rated not gifted students as less curious and less interested, this was reflected in grades too. Second test, kids labeled as gifted had an increase of at least 10 pts. 20% of gifted group gained 30 pts.

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45. 45 Environmental Effects Differences in intelligence among these groups are largely environmental, as if one environment is more fertile in developing these abilities than the other. Delayed gratification Link 2:54, Link 6:02Link

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47. 47 Gender Similarities and Differences There are seven ways in which males and females differ in various abilities. 1. Girls are better spellers 2. Girls are more verbally fluent and are better at remembering words 3. Girls are better at nonverbal memory 4. Girls are more sensitive to touch, taste, and odor 5. Boys outnumber girls in counts of underachievement 6. Boys outperform girls at math problem solving & spatial ability tests 7. Women detect emotions more easily than men do

48. 48 The Question of Bias Aptitude tests are necessarily biased in the sense that they are sensitive to performance differences caused by cultural differences. However, aptitude tests are not biased in the sense that they accurately predict performance of one group over the other.

49. 49 Test-Takers’ Expectations A stereotype threat is a self-confirming concern that one will be evaluated based on a negative stereotype.

51. 51 End

52. 52 Tacit Intelligence Everyday intelligence not taught in school General intelligence tests are limited –Predicts success in school, complex occupations –Cannot predict tacit intelligence –Persons with low or limited general intelligence rarely have high tacit intelligence –Persons with high general intelligence – more likely to have good practical knowledge across many areas Cognition, Language, and Intelligence

53. 53 Birth Order, Family Size, and Intelligence The study of Rodgers et al. (2000):Rodgers et al. (2000): Contributor© POSbase 2008 In popular culture, birth order was believed to influence intelligence. Indeed, many studies found that birth order influenced intelligence: The older the child, the more intelligent.birth order However, most of those studies had a vital flaw (see also Ernst & Angst, 1983): Data were cross-sectional. They often assessed soldiers‘ birth order and intelligence. Ernst & Angst, 1983

54. 54 Birth Order, Family Size, and Intelligence © POSbase 2008 Therefore, birth order was not analysed within-family, but between different families. This could lead to apparent birth-order effects that are not real if increasing sibship size decreases intelligence. This has to do with the fact that the youngest in a two-child family can not be a single child; the youngest of three children family can not be from a two-child family, etc. Look at the example in the next slide:

55. 55 Birth Order, Family Size, and Intelligence © POSbase 2008 Birth Order:1.2.3.4.5.Average IQ Number of Siblings: __________________________________________________________________ 1104 104 2102102 102 3100100100 100 4 98 98 98 98 98 5 96 96 96 96 96 96 __________________________________________________________________ Average IQ:100 9998 97 96 __________________________________________________________________ The more siblings, the lower is the intelligence of each child However, each sibling within a family has the same intelligence.

56. 56 Birth Order:1.2.3.4.5.Average IQ Number of Siblings: __________________________________________________________________ 1104 104 2102102 102 3100100100 100 4 98 98 98 98 98 5 96 96 96 96 96 96 __________________________________________________________________ Average IQ:100 9998 97 96 __________________________________________________________________ Birth Order, Family Size, and Intelligence © POSbase 2008 Although there is no difference between siblings within the family, average IQ for increasing birth order decreases because older children weigh more in calculating the average.

57. 57 Birth Order, Family Size, and Intelligence © POSbase 2008 Therefore, it is necessary to have longitudinal data. That is why the authors analyzed data from a large, national longitudinal sample where they could compare intelligence of siblings within family. Indeed, the found the pattern presented in the last slides: There were significant effects of family size, but no effects of birth order.

58. 58 Birth Order, Family Size, and Intelligence © POSbase 2008 The authors concluded that this means that large families do not result in less intelligent children, as some studies suggest, but less intelligent parents make larger families. If this were not the case, we would see a birth order effect because the first child some time lives in a smaller family and should be more intelligent if family size affected intelligence. However, this was not the case. Most importantly, they found a correlation between the IQ of the mothers and family size.

59. 59 Birth Order, Family Size, and Intelligence © POSbase 2008 These results have to be taken with some caution: The Parental IQ – Family Size correlation is not necessarily a biological phenomenon. It could just be fashionable in certain circles to have fewer children. If fashion in those same circles prescribed more children, the effect could turn; but this is an open question.