1. Intelligence CHAPTER 16 LESSONS 16.1 Measuring Intelligence
16.2 Theories of Intelligence
16.3 Influences on Intelligence

2. LESSON 16.1 Measuring Intelligence
OBJECTIVES
Describe the history of intelligence testing.
List and describe modern tests of mental abilities.
Explain principles of test construction.

3. Intelligence
Intelligence is the mental abilities to adapt to and shape the environment.

4. Early Intelligence Testing
Alfred Binet (1857–1911)
Theophilé Simon
Mental age is the age that reflects the child’s mental abilities in comparison to the average child of the same age.
Henry Goddard

5. Modern Tests of Mental Abilities
Aptitude test is a test that predicts a person’s capacity for learning.
Achievement test is a test designed to assess what a person has learned.

6. The Stanford-Binet Intelligence Scale
Lewis Terman (1877–1956)
Stanford-Binet Intelligence Scale
Intelligence quotient (IQ) is a ratio of mental age divided by chronological age, multiplied by 100.

7. The Weschler Intelligence Scales
David Wechsler
Deviation IQ score
Scales for different age groups:
Wechsler Adult Intelligence Scale
Wechsler Preschool and Primary Scale of Intelligence
Wechsler Intelligence Scale for Children

8. Group-Administered Tests
Stanford-Binet and Wechsler tests are given individually.
Group aptitude and achievement tests are given to thousands simultaneously.

9. Principles of Test Construction
Standardization
Reliability
Validity

10. Standardization
Standardization is the process of establishing uniform procedures for administering a test and for interpreting its scores.
The Flynn effect is the tendency for performance on IQ tests to improve from one generation to the next.

11. Reliability and Validity
Reliability is the degree to which a test yields consistent results.
Validity is the degree to which a test measures what it is designed to measure.

12. Do Intelligence Tests Have a Cultural Bias?
Two people with the same inborn abilities score differently on an intelligence test when one has less experience with the culture in which the test was developed.
Supporters of IQ tests claim that although the tests do not provide an unbiased measure of cognitive abilities, they do provide an accurate measure of whether people are likely to succeed in school and some occupations.

13. LESSON 16.2 Theories of Intelligence
OBJECTIVES
Explain the general intelligence factor.
Differentiate between crystallized intelligence and fluid intelligence.
Define multiple intelligences.
Explain the triarchic theory of intelligence.

14. General Intelligence Charles Spearman (1863–1945)
General intelligence factor (g-factor) is a general intelligence ability that underlies all mental abilities.
Spearman argued that intelligence was one thing, not many things.

15. Crystallized vs. Fluid Intelligence
Crystallized intelligence is a person’s knowledge and verbal skills learned through experience.
Fluid intelligence is a person’s ability to learn or invent strategies for dealing with problems.

16. Figure 16-4 Life-Span Changes in Crystallized and Fluid Intelligence
CHAPTER 16
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Figure 16-4 Life-Span Changes in Crystallized and Fluid Intelligence
PSYCH

17. Multiple Intelligences
Multiple intelligences is Howard Gardner’s theory that there are at least eight separate intelligences all of which are developed differently in each individual.

18. Gardner’s Multiple Intelligences
Linguistic intelligence
Logical-mathematical intelligence
Spatial intelligence
Musical intelligence
Bodily kinesthetic intelligence
Naturalist intelligence
Interpersonal intelligence
Intrapersonal intelligence

19. Triarchic Theory of Intelligence
Triarchic theory of intelligence is Sternberg’s theory that there are three sets of mental abilities making up human intelligence: analytic, creative, and practical.

20. Table 16-2 Four Theories of Intelligence
Intelligence Theories
Description
Spearman’s general intelligence (g)
A basic or general form of intelligence predicts abilities in various academic areas.
Cattell’s crystallized and fluid intelligences
Two general kinds of intelligence: crystallized intelligence is knowledge and verbal skills acquired through experience, and fluid intelligence is the mental ability to learn or invent strategies for dealing with problems.
Gardner’s multiple Intelligences
Intelligence is made up of at least eight distinct intelligences that are developed differently in each person: linguistic, logical-mathematical, spatial, musical, bodily kinesthetic, naturalist, interpersonal, and intrapersonal
Sternberg’s triarchic theory
Three sets of mental abilities make up intelligence: analytic, creative, and practical.

21. LESSON 16.3 Influences on Intelligence
OBJECTIVES
Identify the two extremes of intelligence.
Explain the nature-nurture influence on intelligence.
Describe ways to enhance intelligence.

22. Extremes of Intelligence
Classification and education of individuals whose IQ scores fall at the two extremes of the normal intelligence curve is a controversial area of intellectual assessment.
The two extremes are mental retardation and mental giftedness.

23. Mental Retardation
Mental retardation is a condition of limited mental ability, indicated by an IQ score at or below 70 and difficulty in adapting to independent living.

24. Figure 16-3 Degrees of Mental Retardation
Level
Typical IQ Scores
Percentage of the Retarded
Mild
50–70
85%
Moderate
35–49
10%
Severe
20–34
<4%
Profound
Below 20
<2%

25. What Causes Mental Retardation?
Doctors identify the cause about 25 percent of the time.
Causes include:
Infections
Malnutrition
Poisoning
Premature birth
Trauma
Down syndrome

26. Down Syndrome
Down syndrome is a form of mental retardation caused by an extra chromosome in the genetic makeup.
Age of mother
Physical characteristics
Mild to severe range of retardation

27. Mental Giftedness What does is mean to be “gifted”?
IQ scores
Superior potential
Childhood prodigies
Enrichment

28. Intelligence and Nature vs. Nurture
Twin studies
Adoption studies
Reaction range

29. Twin Studies
Intelligence experts have conducted research on twins raised by the same parents who have similar life experiences.
The experts believe that if the IQ scores of identical twins are more similar than those of fraternal twins, it is evidence that genetic inheritance (nature) is more important than life experiences (nurture) in determining intelligence.

30. Figure 16-6 Studies of IQ Similarity: The Nature vs. Nurture Debate

31. Adoption Studies
Researchers studied adopted children to understand the effects of heredity and environment on intelligence.
Biological parents give children their genes, while adoptive parents provide the environment.
If heredity matters more than environment, the children’s IQ scores should correlate higher with the biological parents’ scores than with the adoptive parents’ scores.
The reverse occurs if environment matters more than heredity.

32. Reaction Range
Reaction range is the extent to which genetically determined limits on IQ may increase or decrease due to environmental factors.

33. Figure 16-7 Reaction Range

34. Enhancing Intelligence
Enriched environments and the brain
Valuing academic achievement