notes on "intelligence"
DESCRIPTION
Annotated version of presentation 8 Feb 2012TRANSCRIPT
JSA
Some notes on “Intelligence”James Atherton; February 2012
JSA
Some notes on “Intelligence”James Atherton; February 2012
In quotes because it is a contestable idea.
The presentation does not purport to be a full account of the idea.
JSA
General
Specific
Aptitude Achievement
Intelligence
Subject-specificqualifications
Tests for specificaptitudes (mechanical
musical, etc.)
Educational qualifications
claiming generalvalidity (GCSE etc.)
JSA
General
Specific
Aptitude Achievement
Intelligence
Subject-specificqualifications
Tests for specificaptitudes (mechanical
musical, etc.)
Educational qualifications
claiming generalvalidity (GCSE etc.)
Testing is central to the idea of intelligence
JSA
General
Specific
Aptitude Achievement
Intelligence
Subject-specificqualifications
Tests for specificaptitudes (mechanical
musical, etc.)
Educational qualifications
claiming generalvalidity (GCSE etc.)
Tests can be either general or specific in their targets
JSA
General
Specific
Aptitude Achievement
Intelligence
Subject-specificqualifications
Tests for specificaptitudes (mechanical
musical, etc.)
Educational qualifications
claiming generalvalidity (GCSE etc.)
Tests can be either general or specific in their targets
In the case of most assessments, the focus is on what the person tested has already done
JSA
General
Specific
Aptitude Achievement
Intelligence
Subject-specificqualifications
Tests for specificaptitudes (mechanical
musical, etc.)
Educational qualifications
claiming generalvalidity (GCSE etc.)
Tests can be either general or specific in their targets
In the case of most assessments, the focus is on what the person tested has already done
More difficult to test for is the issue of potential for the future
JSA
General
Specific
Aptitude Achievement
Intelligence
Subject-specificqualifications
Tests for specificaptitudes (mechanical
musical, etc.)
Educational qualifications
claiming generalvalidity (GCSE etc.)
Intelligence goes for the most difficult area of all—a measure of general potential
JSA
“The power of good responses from the point of view of truth or fact” (Thorndike)
“A biological mechanism by which the effects of a complexity of stimuli are brought together and given a somewhat unified effect in behavior” (Peterson)
“The ability to carry on abstract thinking” (Terman)
“The ability to adapt oneself adequately to relatively new situations in life” (Pintner)
“The capacity for knowledge, and knowledge possessed” (Henmon)
“The capacity to acquire capacity” (Woodrow)
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“The power of good responses from the point of view of truth or fact” (Thorndike)
“A biological mechanism by which the effects of a complexity of stimuli are brought together and given a somewhat unified effect in behavior” (Peterson)
“The ability to carry on abstract thinking” (Terman)
“The ability to adapt oneself adequately to relatively new situations in life” (Pintner)
“The capacity for knowledge, and knowledge possessed” (Henmon)
“The capacity to acquire capacity” (Woodrow)
Here are a few definitions from the literature!
JSA
“The power of good responses from the point of view of truth or fact” (Thorndike)
“A biological mechanism by which the effects of a complexity of stimuli are brought together and given a somewhat unified effect in behavior” (Peterson)
“The ability to carry on abstract thinking” (Terman)
“The ability to adapt oneself adequately to relatively new situations in life” (Pintner)
“The capacity for knowledge, and knowledge possessed” (Henmon)
“The capacity to acquire capacity” (Woodrow)
“Viewed narrowly, there seem to be almost as many definitions of intelligence as there were experts asked to define it” (Sternberg 1987)
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But put the text through Wordle, and some themes do emerge
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Potted history Francis Galton (1884) measures head size, reaction time etc.,
but finds no correlations
Charles Spearman (1904) develops the idea of “general intelligence” or g
Alfred Binet (1905 on) devised tests to determine ineducability
formulated idea of “Mental Age”
Lewis Terman adapted and standardised the Binet tests for American children (1916, latest revision 1986)
David Wechsler developed the Wechsler Adult Intelligence Scale in 1939 (latest edition 1998)
Various group tests devised subsequently
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Current Stanford-Binet tests four broad areas verbal reasoning
abstract/visual reasoning
quantitative reasoning
short-term memory
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Abstract/visual reasoning
A B C D E
Which of the figures to the right of the line are not the same as the one to the left?
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Abstract/visual reasoning
A B C D E
Which of the figures to the right of the line are not the same as the one to the left?
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Abstract/visual reasoning
A B C D E
Which of the figures to the right of the line are not the same as the one to the left?
Note this assumes that you can only rotate the figures, not flip them as well.
IQ test items need to be completely unambiguous!
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Quantitative Reasoning
The parcel post rate in the local zone is 18 cents for the first pound and 1½ cents for each additional pound. How many pounds can be sent in the local zone for $1.50?
A: 88 B: 89 C: 100 D: 225
(US Armed Services Vocational Aptitude Battery)
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Quantitative Reasoning
The parcel post rate in the local zone is 18 cents for the first pound and 1½ cents for each additional pound. How many pounds can be sent in the local zone for $1.50?
A: 88 B: 89 C: 100 D: 225
(US Armed Services Vocational Aptitude Battery)
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Quantitative Reasoning
What is the missing number?
56 35 20 10 ? 1
(Alice Heim)
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Quantitative Reasoning
What is the missing number?
56 35 20 10 ? 1
21 15 10 6
(Alice Heim)
Clue 1
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Quantitative Reasoning
What is the missing number?
56 35 20 10 ? 1
21 15 10 6
6 5 4 (Alice Heim)Clue 2
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Quantitative Reasoning
What is the missing number?
56 35 20 10 ? 1
21 15 10 6 3
6 5 4 3
(Alice Heim)Clue 3
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Quantitative Reasoning
What is the missing number?
56 35 20 10 4 1
21 15 10 6 3
6 5 4 3
(Alice Heim)
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Verbal Reasoning
seed is to plant, as egg is to:
treeroot pollen oats potato bird
Victim is the opposite of:
hunter happy imposter benefactor cad man
Which is the odd one out? captain frustrate house labour
swing
JSA
Verbal Reasoning
seed is to plant, as egg is to:
treeroot pollen oats potato bird
Victim is the opposite of:
hunter happy imposter benefactor cad man
Which is the odd one out? captain frustrate house labour
swing
This is a very traditional item at the simpler end of the scale
JSA
Verbal Reasoning
seed is to plant, as egg is to:
treeroot pollen oats potato bird
Victim is the opposite of:
hunter happy imposter benefactor cad man
Which is the odd one out? captain frustrate house labour
swing
JSA
Verbal Reasoning
seed is to plant, as egg is to:
treeroot pollen oats potato bird
Victim is the opposite of:
hunter happy imposter benefactor cad man
Which is the odd one out? captain frustrate house labour
swing
A poor item which just does not have a correct answer
JSA
Verbal Reasoning
seed is to plant, as egg is to:
treeroot pollen oats potato bird
Victim is the opposite of:
hunter happy imposter benefactor cad man
Which is the odd one out? captain frustrate house labour
swing
JSA
Verbal Reasoning
seed is to plant, as egg is to:
treeroot pollen oats potato bird
Victim is the opposite of:
hunter happy imposter benefactor cad man
Which is the odd one out? captain frustrate house labour
swing
This one is really tough—because...
JSA
Verbal Reasoning
seed is to plant, as egg is to:
treeroot pollen oats potato bird
Victim is the opposite of:
hunter happy imposter benefactor cad man
Which is the odd one out? captain frustrate house labour
swing
This one is really tough—because...
...you have to change your frame of reference...
JSA
Verbal Reasoning
seed is to plant, as egg is to:
treeroot pollen oats potato bird
Victim is the opposite of:
hunter happy imposter benefactor cad man
Which is the odd one out? captain frustrate house labour
swing
This one is really tough—because...
...you have to change your frame of reference....
...it’s not about what the words represent...
JSA
Verbal Reasoning
seed is to plant, as egg is to:
treeroot pollen oats potato bird
Victim is the opposite of:
hunter happy imposter benefactor cad man
Which is the odd one out? captain frustrate house labour
swing
This one is really tough—because...
...you have to change your frame of reference....
...it’s not about what the words represent...
JSA
Verbal Reasoning
seed is to plant, as egg is to:
treeroot pollen oats potato bird
Victim is the opposite of:
hunter happy imposter benefactor cad man
Which is the odd one out? captain frustrate house labour
swing
This one is really tough—because...
...you have to change your frame of reference....
...it’s not about what the words represent...
Why?
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based on the Terman-Merrill standardisation group(1937) Ages 2 to 18 n=2904 SD=16
0
5
10
15
20
250 35 45 55 65 75 85 95 105
115
125
135
145
155
165
% o
f p
op
ula
tio
n
IQ score
The (almost) normal distribution curve of IQ—the “Bell Curve”.
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based on the Terman-Merrill standardisation group(1937) Ages 2 to 18 n=2904 SD=16
0
5
10
15
20
250 35 45 55 65 75 85 95 105
115
125
135
145
155
165
% o
f p
op
ula
tio
n
IQ score
This is the mean: about 100
JSA
based on the Terman-Merrill standardisation group(1937) Ages 2 to 18 n=2904 SD=16
0
5
10
15
20
250 35 45 55 65 75 85 95 105
115
125
135
145
155
165
% o
f p
op
ula
tio
n
IQ score
The dashed lines are “standard deviations” from the mean.
JSA
based on the Terman-Merrill standardisation group(1937) Ages 2 to 18 n=2904 SD=16
0
5
10
15
20
250 35 45 55 65 75 85 95 105
115
125
135
145
155
165
% o
f p
op
ula
tio
n
IQ score
The dashed lines are “standard deviations” from the mean.
About two-thirds of the population are within ± 1 S.D. of the mean
JSA
based on the Terman-Merrill standardisation group(1937) Ages 2 to 18 n=2904 SD=16
0
5
10
15
20
250 35 45 55 65 75 85 95 105
115
125
135
145
155
165
% o
f p
op
ula
tio
n
IQ score
The dashed lines are “standard deviations” from the mean.
About two-thirds of the population are within ± 1 S.D. of the mean
There are fewer people more than 2 S.Ds above the mean than there are below.
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Profound learning disability <20
Severe learning disability 20-34
Moderate learning disability 35-49
Mild learning disability 50-70
Low normal 70-90
Normal 90-110
High normal 110-130
“Genius” 130+
Mental AgeChronological Age
IQ = x 100
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Issues around Intelligence(not covered here)
Flynn effect
Fluid and Crystallised intelligence (Cattell, 1967)
Convergent and Divergent thinking styles (Hudson, 1967)
Multiple Intelligences (Gardner, 1983)
Emotional Intelligence (Goleman, 1995)
Mindsets/Self-theories (Dweck, 1996)
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Answer
Facts
Stimulus
Idea
Convergent thinking- science and technology(?)
Divergent thinking- arts and humanities(?)
--except that this is a graphic of the Hudson styles
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Political issues
Early abuses including sterilisation laws on basis of IQ; continued until 1975 in Sweden of all places.
Sir Cyril Burt: basis of 1944 Education Act, and accused of fraudulent results
Arthur Jensen (1969) accused of racism, for identifying ethnic group differences in measured intelligence. (Note; within group differences are more significant than those between groups, in broad terms.)
Herrnstein R and Murray C, (1995) The Bell Curve: Intelligence and Class Structure in American Life (Glencoe: Ill. The Free Press)
Ever since eugenics, (Dalton) intelligence has been a political issue .
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Correlations between IQ and educational achievement at various levels
Primary school 0.6-0.7
Secondary school 0.5-0.6
College 0.4-0.5
Post-graduate 0.3-0.4
Figures from US. terminology revised for UK: from Atkinson et al (1993) (+1 would be a perfect positive correlation).
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Motivation
Opportunity
Organisation
Background
“Intelligence”
Teaching
Factors in educational achievement
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Motivation
Opportunity
Organisation
Background
“Intelligence”
Teaching
Factors in educational achievement
The chain is only as strong as its weakest link—which could be any of these factors and more
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Spearman’s g factor (1904) Arrived at by factor analysis of results from tests
Claims a general (hence g) component to intelligence, supplemented by specific components
Critics suggest g is an artefact of method
although “intelligence” may have a hierarchical structure
and others maintain it may have 30+ components Spearman, C. (1904). "General intelligence," objectively determined and
measured. American Journal of Psychology, 15, 201-293
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Spearman’s g factor (1904) Arrived at by factor analysis of results from tests
Claims a general (hence g) component to intelligence, supplemented by specific components
Critics suggest g is an artefact of method
although “intelligence” may have a hierarchical structure
and others maintain it may have 30+ components Spearman, C. (1904). "General intelligence," objectively determined and
measured. American Journal of Psychology, 15, 201-293
The argument that there is a single general factor measured by IQ tests
is at one end of the scale of the debate...
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Intra-personal
MusicalLogical/
mathematical
Bodily/kinesthetic
Linguistic
Spatial
Inter-personal
Multiple Intelligences (Gardner)
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Intra-personal
MusicalLogical/
mathematical
Bodily/kinesthetic
Linguistic
Spatial
Inter-personal
Multiple Intelligences (Gardner)
Gardner’s multiple intelligences model is the other end of the scale from the g model, and is arrived at quite differently
(This is a purely impressionistic representation. Gardner does not use anything like it
JSA
http://www.learningandteaching.info/learning/intelligence.htmfor more detail and some references.