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Memory & IntelligenceMemory & Intelligence

Carolyn R. Fallahi, Ph. D.Carolyn R. Fallahi, Ph. D.

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Infant intelligence & Infant intelligence & MemoryMemory

• Historically, we have seriously Historically, we have seriously underestimated infant’s abilities. underestimated infant’s abilities. Why?Why?

• Definition of Learning: A relatively Definition of Learning: A relatively permanent change in behavior. permanent change in behavior. Results from experience.Results from experience.

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Types of LearningTypes of Learning

• HabituationHabituation

• DishabituationDishabituation

• Measures of habituation and Measures of habituation and dishabituation predict intelligence in dishabituation predict intelligence in childhood.childhood.

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Types of LearningTypes of Learning

• Classical ConditioningClassical Conditioning

• Operant conditioningOperant conditioning

• Social LearningSocial Learning

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Infant MemoryInfant Memory

• Babies tend to remember things that Babies tend to remember things that give them pleasure.give them pleasure.

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MemoryMemory

• EncodingEncoding

• StorageStorage

• RetrievalRetrieval

• Short-term memoryShort-term memory

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MemoryMemory

• Memory Span: a method for Memory Span: a method for assessing the capacity of memory.assessing the capacity of memory.– 2 digits: 2-3 year olds2 digits: 2-3 year olds– 5 digits: 7 year old children5 digits: 7 year old children– 61/2 digits: 7-13 year olds61/2 digits: 7-13 year olds– Memory Span: a method for assessing Memory Span: a method for assessing

the capacity of memory.the capacity of memory.– Adults: 7 bits of informationAdults: 7 bits of information

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Children’s memoryChildren’s memory

• Memory studies on children have Memory studies on children have shown that memory for children shown that memory for children begins at 3 months old.begins at 3 months old.

• Infantile amnesia: Cannot remember Infantile amnesia: Cannot remember memories prior to 3 years old.memories prior to 3 years old.

• False MemoriesFalse Memories• Implicit MemoriesImplicit Memories• Explicit memoriesExplicit memories

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Infant’s MemoryInfant’s Memory

• Research done by Carolyn Rouie-Research done by Carolyn Rouie-CollierCollier– Infant’s memory of a mobile conscious?Infant’s memory of a mobile conscious?– Do infants acquire the ability to Do infants acquire the ability to

consciously remember the past?consciously remember the past?– A study on 2 1/2 month oldsA study on 2 1/2 month olds

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More studies on infant More studies on infant memorymemory

• 7 month infants will search for an 7 month infants will search for an object shown to him/her.object shown to him/her.

• A young infant will not. A young infant will not.

• When does conscious memory When does conscious memory develop?develop?

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Melzoff & deferred imitationMelzoff & deferred imitation

• Deferred imitation: imitation that Deferred imitation: imitation that occurs after a time delay, or hours or occurs after a time delay, or hours or days.days.

• Meltzoff demonstrated that 9 month Meltzoff demonstrated that 9 month old infants could imitate actions they old infants could imitate actions they had seen performed 24 hours earlier.had seen performed 24 hours earlier.

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Problem Solving & BabiesProblem Solving & Babies

• Babies also show the ability to Babies also show the ability to perform problem-solving and solve perform problem-solving and solve complex problems.complex problems.

• How does a child so young have this How does a child so young have this ability? The answer lies in ability? The answer lies in understanding intelligence.understanding intelligence.

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IntelligenceIntelligence

• The ability to perform goal-oriented The ability to perform goal-oriented behavior that is conscious and behavior that is conscious and deliberate and adaptive. deliberate and adaptive.

• To be able to identify and solve To be able to identify and solve problems.problems.

• Intelligence is the result of genetics Intelligence is the result of genetics and the environment.and the environment.

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History of IntelligenceHistory of Intelligence

• Alfred Binet Alfred Binet • If you had to construct an IQ test, what kinds of If you had to construct an IQ test, what kinds of

questions would it contain? What kinds of questions would it contain? What kinds of abilities do you think that you would want to abilities do you think that you would want to include?include?

• Infant Intelligence:Infant Intelligence:– Early tests given to babiesEarly tests given to babies– The Bayley Scales of Infant Development: widely used The Bayley Scales of Infant Development: widely used

in assessing infant development.in assessing infant development.• Mental scaleMental scale• Motor scaleMotor scale• Infant behavior profileInfant behavior profile

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Binet & SimonBinet & Simon

• Mental AgeMental Age• Assessment: attention, perception, Assessment: attention, perception,

memory, numerical reasoning, verbal memory, numerical reasoning, verbal comprehension.comprehension.

• Piaget: notion of adaptive thinking.Piaget: notion of adaptive thinking.• ““The form of equilibrium adaptation The form of equilibrium adaptation

or exchanges between the organism or exchanges between the organism and environment are directed.”and environment are directed.”

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WechslerWechsler

• ““The global capacity of the individual The global capacity of the individual to act purposefully, think rationally, to act purposefully, think rationally, and to deal effectively with his and to deal effectively with his environment.”environment.”

• Is there a consensus?Is there a consensus?

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Intelligence TestsIntelligence Tests

• One Score Tests - One Score Tests -

• Stanford-Binet Intelligence Scale (ages 2-Stanford-Binet Intelligence Scale (ages 2-adult).adult).

• Wechsler Intelligence Scale for Children – IV Wechsler Intelligence Scale for Children – IV (6-16 years).(6-16 years).

• Wechsler Preschool & Primary Scales of Wechsler Preschool & Primary Scales of Intelligence – 4-6.5 yearesIntelligence – 4-6.5 yeares

• Wechsler Adult Intelligence Scale – III (16 & Wechsler Adult Intelligence Scale – III (16 & older).older).

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Wechsler Tests: Verbal IQWechsler Tests: Verbal IQ

• Verbal IQ: Measures Verbal IQ: Measures learned/absorbed knowledge; learned/absorbed knowledge; knowledge of history, knowledge of history, literary/biological facts; knowledge literary/biological facts; knowledge relating to competent functioning in relating to competent functioning in the world; knowledge of the world; knowledge of mathematics; knowledge of the mathematics; knowledge of the meaning of specific words.meaning of specific words.

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Performance IQPerformance IQ

• Measures unfamiliar tasksMeasures unfamiliar tasks

• Speed is criticalSpeed is critical

• Measures on-the-spot analytical Measures on-the-spot analytical thinkingthinking

• Measures how well a person can Measures how well a person can master new problemsmaster new problems

• IQ measures person’s sanding as IQ measures person’s sanding as compared to a reference groupcompared to a reference group

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VIQ vs. PIQ vs. FSIQVIQ vs. PIQ vs. FSIQ

• VIQ: measures acquired knowledge, VIQ: measures acquired knowledge, verbal reasoning, attention to verbal verbal reasoning, attention to verbal materialsmaterials

• PIQ: measures fluid reasoning, spatial PIQ: measures fluid reasoning, spatial processing, attentiveness to detail, and processing, attentiveness to detail, and visual-motor integrationvisual-motor integration

• FSIQ: overall summary score – estimates FSIQ: overall summary score – estimates an individual’s general level of intellectual an individual’s general level of intellectual functioning.functioning.

• What does this mean?What does this mean?

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Factor Analytic ApproachFactor Analytic Approach

• Factor analysis: a statistical Factor analysis: a statistical procedure for identifying clusters of procedure for identifying clusters of tests or test items (called factors) tests or test items (called factors) that are highly correlated with each that are highly correlated with each other and unrelated to other items.other and unrelated to other items.

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StandardizationStandardization

• What does this mean?What does this mean?

• Lots of people take the test to make sure its Lots of people take the test to make sure its reliable and valid.reliable and valid.

• Cultural bias of tests: many have argued Cultural bias of tests: many have argued that tests were written for white middle that tests were written for white middle class children and they were standardized class children and they were standardized in that population.in that population.

• Now: Stanford-Binet has been standardized Now: Stanford-Binet has been standardized via diverse populations…. But still….via diverse populations…. But still….

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WAIS-III Standardized WAIS-III Standardized samplesample

• 2,450 students2,450 students

• 1995 US Census dat1995 US Census dat

• Stratified according to age, sex, Stratified according to age, sex, race/ethnicity, geographic region, race/ethnicity, geographic region, and education level.and education level.

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IQ Range ClassificationsIQ Range Classifications

• IQ Range ClassificationIQ Range Classification– 130 & above: Very Superior130 & above: Very Superior– 120-129:120-129: Superior Superior– 110-119:110-119: High Average High Average– 90-109:90-109: Average Average– 80-89:80-89: Low Average Low Average– 70-79:70-79: Borderline Borderline– 69 & below:69 & below: Extremely Low Extremely Low

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Diagnostic Issues with Diagnostic Issues with IntelligenceIntelligence

• The issue of extreme scoresThe issue of extreme scores• Diagnosis of Gifted and Talented Diagnosis of Gifted and Talented • Diagnosis of Mental Retardation Diagnosis of Mental Retardation

– IQ ClassificationIQ Classification– 50-69: Mild50-69: Mild– 35-49: Moderate35-49: Moderate– 20-34: Severe20-34: Severe– Below 20: ProfoundBelow 20: Profound

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Other Types of TestsOther Types of Tests

• Achievement Tests – The Woodcock Achievement Tests – The Woodcock JohnsonJohnson

• Aptitude TestsAptitude Tests

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Self-righting tendencySelf-righting tendency

• Given a favorable environment, Given a favorable environment, infants generally follow normal infants generally follow normal developmental patterns unless they developmental patterns unless they have suffered severe damage.have suffered severe damage.

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Important Issues with Important Issues with Intelligence TestsIntelligence Tests

• StandardizationStandardization

• Cultural BiasCultural Bias

• Not all average IQ kids are alikeNot all average IQ kids are alike

• Low IQ kidsLow IQ kids

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Theories of IntelligenceTheories of Intelligence

• Sternberg’s Triarchic Theory of Sternberg’s Triarchic Theory of IntelligenceIntelligence– What is intelligence? Adaptation to What is intelligence? Adaptation to

one’s environment.one’s environment.– Assesses analytical, creative, & practical Assesses analytical, creative, & practical

teststests

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Horn & CattellHorn & Cattell

• What is intelligence? A description of What is intelligence? A description of thinking & capabilities. This is a thinking & capabilities. This is a description of abilities.description of abilities.

• 9 broad abilities9 broad abilities– Fluid ReasoningFluid Reasoning– Acculturation KnowledgeAcculturation Knowledge– Short-term apprehension retention or STMShort-term apprehension retention or STM– Fluency of retrieval from LT storage or LTMFluency of retrieval from LT storage or LTM– Visual ProcessingVisual Processing

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Horn & CattellHorn & Cattell

• Auditory ProcessingAuditory Processing

• Processing SpeedProcessing Speed

• Correct decision speedCorrect decision speed

• Quantitative KnowledgeQuantitative Knowledge

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Evidence that this theory has Evidence that this theory has meritmerit

• Developmental studiesDevelopmental studies

• Research on the agedResearch on the aged

• Studies on achievementStudies on achievement

• Neurological evidenceNeurological evidence

• Heritability studiesHeritability studies– Outlines for different intelligences can be seen Outlines for different intelligences can be seen

in early childhood. Why? Separate genetic in early childhood. Why? Separate genetic determiners and separate environment. determiners and separate environment. Determiners.Determiners.

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Horn & Cattell’s biggest Horn & Cattell’s biggest contribution: Fluid v. contribution: Fluid v. Crystallized intelligenceCrystallized intelligence• Fluid intelligenceFluid intelligence

• Crystallized intelligenceCrystallized intelligence

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Theory of Multiple Theory of Multiple IntelligencesIntelligences• Gardner: Multiple IntelligencesGardner: Multiple Intelligences• Surveyed atypical populations & found jagged Surveyed atypical populations & found jagged

cognitive profiles.cognitive profiles.• These profiles are inconsistent with unitary view These profiles are inconsistent with unitary view

of intelligence. of intelligence. • Theory came from atypical populationsTheory came from atypical populations

– ProdigiesProdigies– Idiot savantsIdiot savants– Autistic childrenAutistic children– LD childrenLD children– Question: does training in 1 area influence skills in other Question: does training in 1 area influence skills in other

areas. For example, does math training affect musical areas. For example, does math training affect musical ability?ability?

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Gardner (1993)Gardner (1993)

• Linguistic intelligence – word smartLinguistic intelligence – word smart• Logical-mathematical intelligence – Logical-mathematical intelligence –

number/reasoning smartnumber/reasoning smart• Spatial intelligence- picture smartSpatial intelligence- picture smart• Bodily-kinesthetic intelligence – body Bodily-kinesthetic intelligence – body

smartsmart• Musical intelligence – music smartMusical intelligence – music smart• Interpersonal intelligence – people Interpersonal intelligence – people

smartsmart

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GardnerGardner

• Inrapersonal intelligence – self smartInrapersonal intelligence – self smart

• Naturalistic intelligence – nature Naturalistic intelligence – nature smartsmart