1. Intelligence
The capacity to understand the world, think rationally, and use resources effectively when faced with challenges

2. History: defining & measuring intelligence
Sir Francis Galton ( )
genes & family lines
Cousin of Charles Darwin
intelligence = biological capacity
Eugenics
The study of human heredity patterns with the goal of improving the species through selective breeding
reaction times & sensory acuity
later research contradicted these measures
Photo of Francis Galton scanned in from Gray's text, pg. 356;
I like to discuss the eugenics controversy with my class when discussing Galton as well as his love of measurement & the bell curve

3. History: defining & measuring intelligence
Alfred Binet ( )
Binet-Simon Test France, 1905
intelligence = collection of higher-order mental abilities loosely related to one another
intelligence is nurtured
mental age
Photo scanned in from Gray's text, pg. 357

4. History: defining & measuring intelligence
Charles Spearman ( )
liked Binet’s methods of testing
liked Galton’s idea that intelligence was a single entity
developed “factor analysis”
two factors
“g” = general intelligence
“s” = specific ability
score on any given test depends on a combination of these 2 factors
g accounts for the similarity in test results
s accounts for the differences in test results

5. History: defining & measuring intelligence
Raymond Cattell ( maybe)
student of Spearman’s
modified Spearman’s intelligence theory
thought that general intelligence was not one factor but two

6. Cattell’s Fluid & Crystallized Intelligence
Fluid intelligence
ability to perceive relationships without previous specific experience
matrices tests or verbal analogies
Ability to learn new info quickly
Speed of mental processing
Reasoning and problem solving
Lose as you age
sample raven matrix problem scanned from Gray's text, pg. 360.
there are sample verbal analogies in Gray, pg. 360 that an instructor could use here
there are also other matrix tests that an instructor could include if desired

7. Cattell’s Fluid & Crystallized Intelligence
mental ability derived from previous experience
word meanings
use of tools
cultural practices
Gain as you age

8. Robert Sternberg Proposed a Triarchic Theory of Intelligence
Componential Intelligence
Includes metacomponents, performance components, and knowledge acquisition components
Analyzing information to solve problems
Experiential Intelligence
Ability to deal with novelty and automatize processing by using prior experiences
Contextual Intelligence
Practical Intelligence and social intellgence
Common sense
Dealing with day to day issues and demands

9. Howard Gardner’s 8 Intelligences

10. Naturalist*
- the ability to recognize and classify plants, minerals, and animals, including rocks and grass and all variety of flora and fauna, and to recognize cultural artifacts like cars and sneakers. Possible vocations that use the naturalist intelligence include conservation, biologist, teacher, lobbyist, and park service. *Because this is a recent addition to the Intelligences, we have not yet included it in the Multiple Intelligence Tests our site features.

11. Musical
- the ability to understand and develop musical technique, to respond emotionally to music and to work together to use music to meet the needs of others, to interpret musical forms and ideas, and to create imaginative and expressive performances and compositions. Possible vocations that use the musical intelligence include technician, music teacher, instrument maker, choral, band, and orchestral performer or conductor, music critic, aficionado, music collector, composer, conductor, and individual or small group performer.

12. Logical-Mathematical
- the ability to use numbers to compute and describe, to use mathematical concepts to make conjectures, to apply mathematics in personal daily life, to apply mathematics to data and construct arguments, to be sensitive to the patterns, symmetry, logic, and aesthetics of mathematics, and to solve problems in design and modeling. Possible vocations that use the logical-mathematics intelligence include accountant, bookkeeper, statistician, trades person, homemaker, computer programmer, scientist, composer, engineer, inventor, or designer.

13. Existential

14. Interpersonal
- the ability to organize people and to communicate clearly what needs to be done, to use empathy to help others and to solve problems, to discriminate and interpret among different kinds of interpersonal clues, and to influence and inspire others to work toward a common goal. Possible vocations that use the interpersonal intelligence include administrator, manager, politician, social worker, doctor, nurse, therapist, teacher, sociologist, psychologist, psychotherapist, consultant, charismatic leader, politician, and evangelist.

15. Bodily-Kinesthetic
- the ability to use the body and tools to take effective action or to construct or repair, to build rapport to console and persuade, and to support others, to plan strategically or to critique the actions of the body, to appreciate the aesthetics of the body and to use those values to create new forms of expression. Possible vocations that use the bodily-kinesthetic intelligence include mechanic, trainer, contractor, craftsperson, tool and dye maker, coach, counselor, salesperson, sports analyst, professional athlete, dance critic, sculptor, choreographer, actor, dancer or puppeteer.

16. Linguistic
- the ability to use language to describe events, to build trust and rapport, to develop logical arguments and use rhetoric, or to be expressive and metaphoric. Possible vocations that use linguistic intelligence include journalism, administrator, contractor, salesperson, clergy, counselors, lawyers, professor, philosopher, playwright, poet, advertising copywriter and novelist.

17. Intrapersonal
- the ability to assess one's own strengths, weaknesses, talents, and interests and use them to set goals, to understand oneself to be of service to others, to form and develop concepts and theories based on an examination of oneself, and to reflect on one's inner moods, intuitions, and temperament and to use them to create or express a personal view. Possible vocations that use the intrapersonal intelligence include planner, small business owner, psychologist, artist, religious leader, and writer.

18. Spatial
the ability to perceive and represent the visual-spatial world accurately, to arrange color, line, shape, form and space to meet the needs of others, to interpret and graphically represent visual or spatial ideas, to transform visual or spatial ideas into imaginative and expressive creations. Possible vocations that use spatial intelligence include illustrator, artist, guide, photographer, interior decorator, painter, clothing designer, weaver, builder, architect, art critic, inventor, or cinematographer.

19. Modern intelligence tests
The Stanford-Binet Scale
modification of the original Binet-Simon, after original came to US
intelligence quotient (IQ) = child’s mental age divided by child’s chronological age
Mental age of 12 and chronological age of 9
IQ = 133
used widely in the US, not as much as previously

20. Modern intelligence tests
The Wechsler tests
used more widely now than Stanford-Binet
modeled after Binet’s, also made adult test
WISC-III for children
WAIS-III for adults

22. Standardized scoring of Wechsler tests
All raw scores converted to standardized scores
Normal distribution
Mean of 100
Standard deviation of 15
2.14%
13.59%
34.13%
0.13%
95.44%
68.26%
Wechsler IQ score
Number of score
figure taken from CD-ROM, Gray text, pg. 363, figure 10.5

24. What do IQ tests measure about your mind?
Mental self-government
Sternberg
studies more complex decision-making abilities
states that the mind is made up of different components, each of which works on different problem solving tasks

25. What do IQ tests measure about your mind?
Mental speed and span of working memory
typically use a digit span test to measure this
more recent studies find significant correlations between reaction times and IQ scores
Why is this important?
mental quickness may expand capacity of working memory
I have already used digit span tests in my lectures during the memory chapter, but an instructor who has not done so may choose to include a demonstration of digit span/working memory here.

26. Mental Retardation
A significant below average level of intellectual functioning which occurs with related limitations in two or more skill areas

27. Levels of Retardation Mild Moderate Severe Profound
IQ ranges from with the ability to function independently and can handle most daily situations
Moderate
IQ ranges from with limited independence and limited skills to handle daily situations
Severe
IQ ranges from with very little independence and little ability to handle daily situations
Profound
IQ ranges below 25 and lacks any independent control

28. Causes of Retardation Down’s Syndrome Familial retardation Organic
Extra chromosome
Greater probability in older mothers
Familial retardation
Family history with no biological causes such as lead in the water
Organic
Damage to the brain caused by physical trauma, illness, viruses, loss of oxygen or poisoning

29. Gifted Gifted/Superior IQ Genius Range from 130-144 Range above 145
Lewis Terman longitudinal study on the genius has shown that those with high IQ are on the average better adapted and more successful than average IQs

30. How valid are IQ tests?
Validity = test measures what it’s intended to measure
Does test correlate with other measures of same construct?
School achievement
IQ tests (I.e., S-B and the Wechsler) correlate highly
but they were designed to test stuff that you learn in school
Prestigious positions
On-the-job performance & other work-related variables

31. Types of Validity Content Validity Criterion Validity
Test’s ability to cover the range of material (content that it is to measure
Criterion Validity
Compares test scores to actual performance on another direct and independent measure to what the test is suppose to measure
Predictive Validity
How well a test score predicts an individuals performance in the future
Face Validity
How relevant test items and test appear

32. Reliability Consistently measures what it is suppose to measure
Test – retest reliability
Take a test on one day and a week later test again and score the same
Split-half reliability
Your score on the first half of the test should be similar to the second half of the test
Equivalent forms reliability
Two different but similar test scores should be similar

33. Norms Average score based on a sample
Standards of test performance that permit the comparison of one person’s score on a test to the scores of others who have taken the same test

34. Standardization
Establishes same guidelines for testing such as time limits, same instructions and same level of test
It allows for comparing different individuals abilities

35. Other Types of Tests Achievement Tests Aptitude Tests
Measure your level of knowledge of learned material
Normal school tests
Aptitude Tests
Designed to predict ability in a particular ability or line of work

36. Summary Validity of IQ tests What do IQ tests measure?
are they really measuring intelligence?
What do IQ tests measure?
mental quickness
mental self-government

37. Nature vs. Nurture in IQ
Are differences between people due to environmental or genetic differences?
Misunderstanding the question
“Is a person’s intelligence due more to genes or to environment?”
no genes = no intelligence
both genes & intelligence crucial for any trait
Clearly, IQ is not the only psychological construct for which this debate applies, and instructors may wish to take a moment to name the other areas (i.e., personality, mental disorders, etc.) for which heritability is hotly debated.

38. Nature vs. Nurture in IQ Rectangle analogy
is a rectangle’s area due more to its width or its length?
are differences in area among rectangles due more to differences in their length or in their width?
Group A
Group B
Length
Width
Clearly, IQ is not the only psychological construct for which this debate applies, and instructors may wish to take a moment to name the other areas (i.e., personality, mental disorders, etc.) for which heritability is hotly debated.

39. Heritability & Environmentality
degree to which variation in trait stems from genetic, rather than environmental, differences among individuals
Environmentality
degree to which variation is due to environmental rather than genetic differences

40. The Heritability Coefficient
Single number, ranging from 0 to 1.0
Represents amount of trait due to genetic differences
0 means no variance due to genetics
1 means all variance due to genetics
.30 means 30% is due to genetic differences, 70% due to environmental

41. Twin Studies & Family Influence
If trait genetic:
closely related more similar than less closely related
Many close relatives share environments too
Types of studies to separate effects
monozygotic twins reared together
monozygotic twins reared apart
siblings/dizygotic reared together
siblings/dizygotic reared apart
adoptive siblings reared together
figure taken from CD-ROM, Myers text, pg. 353, figure 11.7
Discussion here about the higher correlation between identical twins’ IQ scores than fraternal twins’ and whether siblings were reared together or apart and the genetic role then in intelligence

43. Family Influence on IQ
Transient influence of family in which you are raised
adoptive siblings as children and adults
identical vs. fraternal twins reared together
Fraternal twins
Identical twins
figure scanned in from Gray's text, pg. 370, figure 10.7

44. IQ Differences among Racial/Cultural Groups
Find differences among racial & cultural groups on IQ
American Blacks score about 15 points lower than Whites
WHY?
genetics?
Witty & Jenkins (1935)
No support for genetic differences
environment?
Gray discusses the Witty & Jenkins study of high-IQ Black children in Chicago on page it makes a good discussion topic

45. IQ Differences among Racial/Cultural Groups
Each wheat field planted from same package of genetically diverse seeds
One field is quite fertile, the other is not
Within each field, differences due to genetics
Between each field, differences due to environment (fertility)
figure taken from CD-ROM, Gray's text, pg. 373, figure 10.8

47. Why differences between Blacks & Whites?
Social designation influences
autonomous minorities
deliberately separate themselves
immigrant minorities
came to country to better lives
see selves as better than those left behind
involuntary minorities
did not choose minority status
routinely judged as inferior by dominant majority
cross-cultural findings on IQ scores
Gray reports that involuntary minorities consistently score lower on IQ tests than the dominant majority

48. Historical increase in IQ
Improved performance on IQ tests over the years
Big increases in tests assessing fluid intelligence, smallest in factual knowledge
Increased schooling only accounts for small portion of this increase
Due to changes in the culture?
Year IQ
Scores
figure taken from CD-ROM, Myers text, pg. 345, figure 11.5

49. Summary Nature vs. nurture debate Racial & cultural differences in IQ
heritability vs. environmentality
studies of twins & family influence
Racial & cultural differences in IQ
why we can’t interpret differences as due to genetics
what we can attribute the differences to
Historical increase in IQ scores

50. Summary History of intelligence testing Modern intelligence testing
how did each figure define & measure intelligence?
Modern intelligence testing
Stanford-Binet vs. Wechsler tests
standardized scoring -- what is “average?”