IntelligenceChapter 11

#2. How does the textbook define intelligence?

• The ability to learn from experience , solve problems, and use knowledge to adapt to new situations.

* Its is not a clearly defined concept

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#5. Multiple Intelligences• Howard Gardner • 8 Types of Intelligence (based on ability/aptitude &

they way people process information)

– Verbal-Linguistic (Eliot)

– Logical-Mathematical (Einstein)

– Bodily-Kinesthetic (Brady)

– Visual-Spatial (Picasso)

– Musical-Rhythmic (Stravinsky)

– Intrapersonal (Freud)

– Interpersonal (Gandi)

– Naturalistic (Darwin)

#5. Triarchic Theory• Robert Sternberg • 3 Types of Intelligence (managerial skills)

- Analytical – solves well-defined problems with a single answer – “book smarts”/IQ (academic or componential)

- Creative – demonstrates new ideas/ways of solving problems – creativity/insight (adaptive or experiential)

- Practical – excels at everyday tasks; ill-defined problems with multiple solutions - “street smarts” (contextual)

#5. Emotional Intelligence

• Nancy Cantor• Consists of the

ability to perceive, understand,

manage, and use emotions (

social skills)

http://www.ted.com/talks/lang/en/joachim_de_posada_says_don_t_eat_the_marshmallow_yet.html

#6. What is savant syndrome? What are some common factors/conditions that seem to go along with it?

• Person with limited mental ability that has a specific, exceptional skill (an island of brilliance - music, art, math, linguistics, etc.)

* usually males & often accompanies autistic disorders

http://realrainman.blogspot.com/

#7. What is creativity? #8. What are the links between intelligence & creativity?

• Creativity – ability to produce novel & valuable ideas

• There is a positive correlation up to an IQ of 120 then it shrinks– Convergent Thinking (1 correct answer)– Divergent Thinking (multiple possible answers)

#11. Why did the French government commission Alfred Binet to assess intelligence

of children?

• Wanted to identify children with special needs (dull = typical & bright = advanced)

• Created the idea of mental age (chronological age typical of a given level of performance – the age you perform at)

#12. How did Louis Terman adapt Binet’s work to suit his own purposes? What famous test did he therefore create?

• The Stanford professor created an numerical measure of inherited intelligence

• Stanford-Binet Intelligence Test (has been revised 4 times)

http://www.iqtest.com/index.html * NOT an official test (scores will be e-mailed to you)

#15. What is IQ? Who devised it? How is it calculated?

• IQ = Intelligence Quotient (the ratio of MA to CA)• William Stern• Mental Age / Chronological Age x 100 = IQ

Wechsler Preschool & Primary Scale of Intelligence (WPPSI)Wechsler Intelligence Scale for Children (WISC)

* Wechsler Adult Intelligence Scale (WAIS)

For instance… 12 / 10 x 100 = 120

8 / 10 x 100 = 80

#14. What range of scores is deemed “average?”

• 100 is average - 2/3 of all people score within 1 SD (85 - 115)

1 SD = 68%2 SD = 95%3 SD = 99%

Standard Deviations - 3sd -2sd -1sd Mean +1sd +2sd +3sd

Out of 1000‘ interval 1 22 136 341 341 136 22 1

% / interval 0.13% 2.14% 13.59% 34.13% 34.13% 13.59% 2.14% 0.13%

% / Cumulative

0.13% 2.27% 15.86% 50% 84.13% 97.72% 99.86% 99.99%

Percentiles

1 5 10 20 30 40 50 60 70 80 90 95 99

Stanford -Binet IQ 52 68 84 100 116 132 148

Relationship Between Scores & Standard Deviation

A Side Note on Aging & Intelligence…

Longitudinal studies suggest that intelligence remains

relative as we age.

It is believed today that fluid intelligence (ability to reason speedily) declines with age, but crystalline

intelligence (accumulated knowledge and skills) does

not.

#15. What is the basic difference between aptitude & achievement tests?

• Aptitude Test – designed to predict future performance - predicts- SAT & ACT

• Achievement Test – designed to assess what a person has learned - reflects- Chapter/Unit & AP

* What you can learn v. What you have learned

#19. What is the principle of reliability? #20. What is validity?

• Reliability - the extent to which a test yields consistent results (correlation between 2 tests).

• Validity - the extent to which a test measures or predicts what it is supposed to.

#22. What are the criteria for being labeled as “mentally retarded?”

• Low intelligence (70 or below) & difficulty adapting to independent living

- Mild = 50-70 (85% of all cases)- Moderate = 35-50 - Severe = 20-35- Profound = 0-20 (1-2%)

Let’s say “mentally

disabled” or “individuals with

intellectual disabilities” instead!

#23. What are the main findings/results of Louis Terman’s study of highly

intelligent people?

• Gifted = ~ 110 and up• Genius = ~ 130 and up (~2%)

High-scoring children are often healthy, well-adjusted & successful.

#42. What is Claude Steele’s concept of Stereotype Threat?

• A self-confirming concern (anxiety) that one will be evaluated based on a negative stereotype.

Should tests mirror conditions of race & gender?

http://wilderdom.com/personality/intelligenceChitlingTestShort.htmlhttp://www.themarysue.com/lab-coats-increase-attention/ - Self-Fulfilling Prophecy