understanding intelligence psychologists define intelligence as the ability to understand and adapt...

Understanding Intelligence

Psychologists define intelligence as the ability to understand and adapt to the environment using a combination of inherited abilities and learned experiences.Problem with “reification”-viewing an abstract, immaterial concept s if it were a concrete thing.

I believe the

answer to the

problem is . . .

Francis GaltonFrancis Galton

Started the “Eugenics” movementGalton (1883) wanted to breed superiorpeople and create a master race.

What is Intelligence?What is Intelligence?

Factor AnalysisFactor Analysis statistical procedure that identifies clusters of statistical procedure that identifies clusters of

related items (called factors) on a testrelated items (called factors) on a test used to identify different dimensions of used to identify different dimensions of

performance that underlie one’s total scoreperformance that underlie one’s total score General IntelligenceGeneral Intelligence (g)(g)

factor that Spearman and others believed factor that Spearman and others believed underlies specific mental abilitiesunderlies specific mental abilities

measured by every task on an intelligence measured by every task on an intelligence testtest

Charles Spearman – was the “spearhead” Charles Spearman – was the “spearhead” in the development of intelligence theories in the development of intelligence theories with factor analysis and his “g” general with factor analysis and his “g” general intelligence theory.intelligence theory.

Theories of IntelligenceTheories of Intelligence

Charles Spearman—“g” factorCharles Spearman—“g” factor Louis Thurstone—intelligence as a person’s Louis Thurstone—intelligence as a person’s

“pattern” of mental abilities“pattern” of mental abilities

( 7 clusters:( 7 clusters:word fluency, verbal comprehension, spatial word fluency, verbal comprehension, spatial

ability, perceptual speed, numerical ability, inductive ability, perceptual speed, numerical ability, inductive reasoning, memory) reasoning, memory)

Howard Gardner—multiple intelligencesHoward Gardner—multiple intelligences Sternberg–triarchic theorySternberg–triarchic theory

Theories of IntelligenceTheories of Intelligence Charles Spearman—“g” factorCharles Spearman—“g” factor Louis Thurstone—intelligence as a Louis Thurstone—intelligence as a

person’s “pattern” of mental abilitiesperson’s “pattern” of mental abilities Howard Gardner—multiple intelligencesHoward Gardner—multiple intelligences Sternberg–triarchic theorySternberg–triarchic theory Cantor, Kihlstrom-social intelligenceCantor, Kihlstrom-social intelligence Slovey, Mayer, Goleman-emotional Slovey, Mayer, Goleman-emotional

intelligenceintelligence

Are Gifted People Easily Identified?Are Gifted People Easily Identified?

You have been asked to select a student, based on the three biographies below, to enroll in a You have been asked to select a student, based on the three biographies below, to enroll in a new program for gifted students. Look over the three biographies and decide which student new program for gifted students. Look over the three biographies and decide which student you would choose.you would choose.

Candidate 1Candidate 1 Candidate 2Candidate 2 Candidate 3Candidate 3NameName Bill BrownBill Brown Alvin LaneAlvin Lane Allen EricksonAllen EricksonAppearanceAppearance AverageAverage PlainPlain HomelyHomelyI.Q.I.Q. 180+ 180+ 112112 8282School BehaviorSchool Behavior Aloof, OrganizerAloof, Organizer Well-likedWell-liked Unsociable, disturbedUnsociable, disturbedPhysical HealthPhysical Health ExcellentExcellent Large for ageLarge for age SicklySicklyEmotional HealthEmotional Health ExcellentExcellent Easygoing, poor self-concept Easygoing, poor self-concept Had emotional Had emotional

breakdownbreakdownInterestsInterests Chess, Math Chess, Math Sports, reading, telling jokes Sports, reading, telling jokes Withdraws to fantasy Withdraws to fantasy

worldworldCareer GoalsCareer Goals None mentionedNone mentioned Work in a retail store Work in a retail store None mentioned None mentioned Personal GoalsPersonal Goals None mentionedNone mentioned BusinessmanBusinessman Independence from Independence from

familyfamilyTalentsTalents Photographic Photographic Good debaterGood debater Plays violin, likes to Plays violin, likes to

read read memory, published memory, published alone.alone.original math formulaoriginal math formulaat age 10at age 10

Which student did you select and why?Which student did you select and why?

Gardner’s 8 IntelligencesGardner’s 8 Intelligences LinguisticLinguistic Logical-mathematicalLogical-mathematical MusicalMusical SpatialSpatial Bodily-kinestheticBodily-kinesthetic Intrapersonal (self)Intrapersonal (self) Interpersonal (other people)Interpersonal (other people) NaturalistNaturalist

(p. 434 chart in text)(p. 434 chart in text)

Howard Gardner’s Multiple Intelligences

Robert SternbergRobert Sternberg Creative intelligenceCreative intelligence— ability to deal with — ability to deal with

novel situations by drawing on existing novel situations by drawing on existing skills and knowledgeskills and knowledge

Analytic intelligenceAnalytic intelligence— mental processes — mental processes used in learning how to solve problemsused in learning how to solve problems

Practical intelligencePractical intelligence— ability to adapt to — ability to adapt to the environment (street smarts)the environment (street smarts)

THINKING “CAP” THINKING “CAP”

Are There Multiple Are There Multiple Intelligences?Intelligences?

Social IntelligenceSocial Intelligence the know-how involved in the know-how involved in

comprehending social situations and comprehending social situations and managing oneself successfullymanaging oneself successfully

Emotional IntelligenceEmotional Intelligence ability to perceive, express, understand, ability to perceive, express, understand,

and regulate emotionsand regulate emotions

Daniel Goleman’s Theory of Emotional Intelligence

The ability to feel, deal with, and recognize emotions makes up its own kind of intelligence.

Emotional self-awareness: knowing what we are feeling and why

Managing and harnessing emotions: knowing how to control and respond to feelings appropriately

Empathy: knowing what another person is feeling

Aspects of this theory include:

Creativity

Intelligence and creativity are somewhat, but not closely, related. People who are creative tend to excel in one area. One measure of creativity is the ability to break set, or think about something in an entirely new way to problem solve.

Intelligence and CreativityIntelligence and Creativity

CreativityCreativity the ability to produce novel and valuable the ability to produce novel and valuable

ideasideas expertiseexpertise imaginative thinking skillsimaginative thinking skills venturesome personalityventuresome personality intrinsic motivationintrinsic motivation creative environmentcreative environment

Origins of Intelligence Origins of Intelligence TestingTesting

Stanford-BinetStanford-Binet the widely used American the widely used American

revision of Binet’s original revision of Binet’s original intelligence testintelligence test revised by revised by Lewis TermanLewis Terman at at

Stanford UniversityStanford University


Intelligence TestIntelligence Test a method of a method of

assessing an assessing an individual’s mental individual’s mental aptitudes and aptitudes and comparing them comparing them to those of others, to those of others, using numerical using numerical scoresscores

Alfred BinetAlfred Binet (1857–1911) (1857–1911) Intelligence—collection of higher-Intelligence—collection of higher-

order mental abilities loosely related order mental abilities loosely related to one anotherto one another

Intelligence is nurturedIntelligence is nurtured Binet-Simon Test developed in Binet-Simon Test developed in

France, 1905France, 1905

Origins of Intelligence Testing


Mental AgeMental Age a measure of intelligence test a measure of intelligence test

performance devised by Binetperformance devised by Binet chronological age that most typically chronological age that most typically

corresponds to a given level of corresponds to a given level of performanceperformance

child who does as well as the average child who does as well as the average 8-year-old is said to have a mental age 8-year-old is said to have a mental age of 8of 8

The Stanford-Binet Intelligence Test

Constructed in the early 1900s by Alfred Binet

Described four elements of intelligence

Direction = the ability to work toward a goal

Adaptability = making necessary adjustments to solve a problem

Comprehension = understanding the basic problem

Self-evaluation = knowing if the problem has been solved correctly

Items Used in the Stanford-Binet Test

Mental Age

Chronological AgeX 100 = I.Q.

77

X 100 = 100

87

X 100 =

Calculating I.Q.

What is the I.Q. of a 16-year-old girl with a mental age of 20?

114

Examples:

Mental Age

Chronological AgeX 100 = I.Q.

77

X 100 = 100

87

X 100 =

Calculating I.Q.

What is the I.Q. of a 16-year-old girl with a mental age of 20?

114

2016

= 12.5 X 100 = 125

Examples:

Are There Multiple Are There Multiple Intelligences? Intelligences?

Savant SyndromeSavant Syndrome condition in which a person otherwise condition in which a person otherwise

limited in mental ability has an exceptional limited in mental ability has an exceptional specific skillspecific skill computation computation drawingdrawing

Is Intelligence Neurologically Is Intelligence Neurologically Measurable?Measurable?

There is a positive correlation between There is a positive correlation between intelligence and the brain’s neural intelligence and the brain’s neural processing speed. College students with processing speed. College students with unusually high levels of verbal intelligence unusually high levels of verbal intelligence are most likely to retrieve information from are most likely to retrieve information from memory at an unusually rapid speed.memory at an unusually rapid speed.

Brain Size and ComplexityBrain Size and Complexity

Francis Galton-- phrenology. There is a Francis Galton-- phrenology. There is a slight correlation between head size slight correlation between head size (relative to body size) and intelligence (relative to body size) and intelligence score.score.

Brain Function and intelligenceBrain Function and intelligence

Highly intelligent people also tend to take Highly intelligent people also tend to take in information more quickly and to show in information more quickly and to show faster brain wave responses to simple faster brain wave responses to simple stimuli such as a flashing of light. stimuli such as a flashing of light. Continuous debate about the extent to Continuous debate about the extent to which nature and nurture affect the brain’s which nature and nurture affect the brain’s structure and functioning.structure and functioning.

Processing SpeedProcessing Speed

Earl Hunt found that verbal intelligence Earl Hunt found that verbal intelligence scores are predictable from the speed with scores are predictable from the speed with which people which people retrieve information from retrieve information from memory. memory.

Perceptual SpeedPerceptual Speed

The correlation between intelligence score The correlation between intelligence score and the speed of taking in perceptual and the speed of taking in perceptual information tends to be about +.4 to +.5. information tends to be about +.4 to +.5. Those who perceive quickly tend to score Those who perceive quickly tend to score somewhat higher on intelligence tests, somewhat higher on intelligence tests, particularly tests based on perceptual particularly tests based on perceptual rather than verbal problem solving.rather than verbal problem solving.

Neurological SpeedNeurological Speed

Repeated studies have found that highly Repeated studies have found that highly intelligent people’s brain waves register a intelligent people’s brain waves register a simple stimulus more quickly and with simple stimulus more quickly and with greater complexity.greater complexity.

(New testing being done)(New testing being done)

Brain Function and Brain Function and IntelligenceIntelligence

People who can People who can perceive the perceive the stimulus very stimulus very quickly tend to quickly tend to score somewhat score somewhat higher on higher on intelligence testsintelligence tests

Stimulus Mask

Question: Long side on left or right?

Assessing IntelligenceAssessing Intelligence

Aptitude TestAptitude Test a test designed to predict a person’s a test designed to predict a person’s

future performancefuture performance aptitude is the capacity to learnaptitude is the capacity to learn

Achievement TestAchievement Test a test designed to assess what a person a test designed to assess what a person

has learnedhas learned


Wechsler Adult Intelligence Scale Wechsler Adult Intelligence Scale (WAIS)(WAIS) most widely used intelligence testmost widely used intelligence test subtestssubtests

verbal verbal performance (nonverbal) performance (nonverbal)

Modern Intelligence TestsModern Intelligence Tests

The Wechsler testsThe Wechsler tests used more widely now than Stanford-used more widely now than Stanford-

BinetBinet modeled after Binet’s, also made adult modeled after Binet’s, also made adult

testtest• WISC-III for childrenWISC-III for children• WAIS-III for adultsWAIS-III for adults

The Wechsler Intelligence Test

David Wechsler (WEX-ler) devised a different intelligence test to measure “real world” intelligence.

The first part of the test included verbal items like the Binet test.

The second part was a nonverbal I.Q. test called a performance scale.

Assessing Intelligence: Sample Assessing Intelligence: Sample Items from the WAISItems from the WAIS

From Thorndike and Hagen, 1977

VERBAL

General Information Similarities Arithmetic ReasoningVocabularyComprehensionDigit Span

PERFORMANCE

Picture Completion Picture ArrangementBlock DesignObject AssemblyDigit-Symbol Substitution


StandardizationStandardization defining meaningful scores by comparison defining meaningful scores by comparison

with the performance of a pretested with the performance of a pretested “standardization group”“standardization group”

Normal CurveNormal Curve the symmetrical bell-shaped curve that the symmetrical bell-shaped curve that

describes the distribution of many physical describes the distribution of many physical and psychological attributesand psychological attributes

most scores fall near the average, and fewer most scores fall near the average, and fewer and fewer scores lie near the extremesand fewer scores lie near the extremes

The Normal CurveThe Normal Curve

Getting Smarter?Getting Smarter?

FlynnEffect

Assessing IntelligenceAssessing Intelligence ReliabilityReliability

the extent to which a test yields consistent the extent to which a test yields consistent resultsresults

assessed by consistency of scores on:assessed by consistency of scores on: two halves of the testtwo halves of the test alternate forms of the testalternate forms of the test retestingretesting

ValidityValidity the extent to which a test measures or the extent to which a test measures or

predicts what it is supposed topredicts what it is supposed to


Content ValidityContent Validity the extent to which a test samples the the extent to which a test samples the

behavior that is of interest behavior that is of interest driving test that samples driving tasksdriving test that samples driving tasks

CriterionCriterion behavior (such as college grades) that a behavior (such as college grades) that a

test (such as the SAT) is designed to test (such as the SAT) is designed to predictpredict

the measure used in defining whether the the measure used in defining whether the test has predictive validitytest has predictive validity


Predictive ValidityPredictive Validity success with which a test predicts the success with which a test predicts the

behavior it is designed to predictbehavior it is designed to predict assessed by computing the correlation assessed by computing the correlation

between test scores and the criterion between test scores and the criterion behaviorbehavior

also called criterion-related validityalso called criterion-related validity


As the range of As the range of data under data under consideration consideration narrows, its narrows, its predictive predictive power power diminishesdiminishes

Greater correlationover broad rangeof body weights

10

9

8

7

6

5

4

3

2

1

0

Little corre-lation withinrestricted

range

Football linemen’s

success

Body weight in pounds180 250 290

The Dynamics of IntelligenceThe Dynamics of Intelligence Stability or Change? Stability or Change? If a 6 month old seems to If a 6 month old seems to

developing more slowly and is not as playful as developing more slowly and is not as playful as other infants her age; this does not predict her other infants her age; this does not predict her late intelligence score. Intelligence scores are late intelligence score. Intelligence scores are most likely to be stable over a 1-yr period for a most likely to be stable over a 1-yr period for a 10th grade student whose intelligence test score 10th grade student whose intelligence test score is 95.is 95. After age 7, intelligence scores become After age 7, intelligence scores become more stable. Consistency of scores increase more stable. Consistency of scores increase with the age of the child.with the age of the child.

The Dynamics of IntelligenceThe Dynamics of Intelligence Mental RetardationMental Retardation

a condition of limited mental abilitya condition of limited mental ability indicated by an intelligence score below 70indicated by an intelligence score below 70 produces difficulty in adapting to the demands of produces difficulty in adapting to the demands of

lifelife varies from mild to profoundvaries from mild to profound

Down SyndromeDown Syndrome retardation and associated physical disorders retardation and associated physical disorders

caused by an extra chromosome in one’s genetic caused by an extra chromosome in one’s genetic makeupmakeup

The Dynamics of The Dynamics of IntelligenceIntelligence

Nature vs. Nurture in IQNature vs. Nurture in IQGenetic InfluencesGenetic Influences

Are differences between people due Are differences between people due to environmental or genetic to environmental or genetic differences?differences?

Misunderstanding the questionMisunderstanding the question ““Is a person’s intelligence due more to genes Is a person’s intelligence due more to genes

or to environment?”or to environment?” both genes & intelligence crucial for any traitboth genes & intelligence crucial for any trait

Genetic InfluencesGenetic Influences

The most The most genetically genetically similar similar people have people have the most the most similar similar scoresscores


HeritabilityHeritability the proportion of variation among the proportion of variation among

individuals that we can attribute to genesindividuals that we can attribute to genes variability depends on range of variability depends on range of

populations and environments studiedpopulations and environments studied

Group DifferencesGroup Differences

Group differences and environmental impactGroup differences and environmental impact

Variation within group

Variation within group

Difference within group

Poor soil Fertile soil

Seeds

Within and Between Within and Between Group DifferencesGroup Differences

Each corn field planted from same Each corn field planted from same package of genetically diverse seedspackage of genetically diverse seeds

One field is quite fertile, the other is notOne field is quite fertile, the other is not Within each field, differences due to Within each field, differences due to

geneticsgenetics Between each field, differences due to Between each field, differences due to

environment (fertility)environment (fertility)

Environmental InfluencesEnvironmental Influences Early Intervention EffectsEarly Intervention Effects

If children are disadvantaged, malnutritioned, sensory deprived, or socially isolated, early intervention with responsive caregiving can help. However, if you are trying to give your baby extra instruction to create a “superbaby”, you are most likely wasting your time.

Research indicates that Head Start programs are most beneficial to participants from disadvantaged home environments.

Environmental InfluencesEnvironmental Influences The Schooling EffectThe Schooling Effect

Schooling itself is an intervention that pays dividends reflected in intelligence scores. Schooling and intelligence contribute to each other (and both enhance later income). High intelligence is conducive to prolonged schooling. Intelligence scores tend to rise during the school year and drop over the summer months. They decline when students’ schooling is discontinued.

Other Influences on IQ ScoresOther Influences on IQ Scores

Cross cultural studies show that average Cross cultural studies show that average IQ of groups subject to social IQ of groups subject to social discrimination are often lower than socially discrimination are often lower than socially dominant group even if there is no racial dominant group even if there is no racial differencedifference

Tests reflect the culture in which they are Tests reflect the culture in which they are developed; cultural factors also influence developed; cultural factors also influence test taking behavior (culture bias)test taking behavior (culture bias)

Issues in Intelligence Testing

Individual vs. group testing: Group I.Q. testing can give fairly accurate results, but relies on verbal testing only.

The average range of error in I.Q. scores is about seven points.

The Supreme Court has ruled that I.Q. test results cannot determine placement of children in schools.

Cultural bias in the creation of test questions may discriminate against minority populations.


Intelligence tests have effectively reduced Intelligence tests have effectively reduced discrimination in the sense that they have discrimination in the sense that they have helped limit reliance on educators’ helped limit reliance on educators’ subjectively biased judgments of students’ subjectively biased judgments of students’ academic potential.academic potential.


Ethnic Similarities and DifferencesEthnic Similarities and Differences

Racial groups differ in their average Racial groups differ in their average scores on intelligence tests. High-scores on intelligence tests. High-scoring people and groups are more scoring people and groups are more likely to attain high levels of likely to attain high levels of

education and income.education and income.

Gender DifferencesGender DifferencesThree people were hiking through a forest when they came upon a large, Three people were hiking through a forest when they came upon a large,

raging violent river.raging violent river.

Needing to get on the other side, the first man prayed, "God, please give me Needing to get on the other side, the first man prayed, "God, please give me the strength to cross the river."the strength to cross the river."

Poof! God gave him big arms and strong legs and he was able to swim across Poof! God gave him big arms and strong legs and he was able to swim across in about 2 hours, having almost drowned twice.in about 2 hours, having almost drowned twice.

After witnessing that, the second man prayed, "God, please give me strength After witnessing that, the second man prayed, "God, please give me strength and the tools to cross the river."and the tools to cross the river."

Poof! God gave him a rowboat and strong arms and strong legs and he was Poof! God gave him a rowboat and strong arms and strong legs and he was able to row across in about an hour after almost capsizing once.able to row across in about an hour after almost capsizing once.

Seeing what happened to the first two men, the third man prayed, "God, Seeing what happened to the first two men, the third man prayed, "God, please give me the strength, the tools and the intelligence to cross river."please give me the strength, the tools and the intelligence to cross river."

Poof! He was turned into a woman. She checked the map, hiked one hundred Poof! He was turned into a woman. She checked the map, hiked one hundred yards up stream and walked across the bridge.yards up stream and walked across the bridge.

Group DifferencesGroup Differences Gender Similarities & DifferencesGender Similarities & Differences

Girls are better spellers: at the high end of high Girls are better spellers: at the high end of high school, only 30% of males spell better than the school, only 30% of males spell better than the average female. Boys outnumber girls at the low average female. Boys outnumber girls at the low extremes. Boys tend to talk later and stutter extremes. Boys tend to talk later and stutter more often. In remedial reading classes, boys more often. In remedial reading classes, boys outnumber girls three to one. In high school, outnumber girls three to one. In high school, underachieving boys outnumber girls by two to underachieving boys outnumber girls by two to one. one.


Math & Spatial AptitudesMath & Spatial AptitudesIn math grades, the average girl typically equals In math grades, the average girl typically equals or surpasses the average boy. And on math or surpasses the average boy. And on math tests given to 3 million people, males and tests given to 3 million people, males and females obtained nearly identical scores. females obtained nearly identical scores. Although females have an edge in math Although females have an edge in math computation, males in various cultures score computation, males in various cultures score high in math problem solving. Traditionally, math high in math problem solving. Traditionally, math and science have been considered masculine and science have been considered masculine subjects. Females are pushed more toward subjects. Females are pushed more toward English.English.

Group DifferencesGroup Differences Emotional-Detecting AbilityEmotional-Detecting Ability

Women are better at detecting emotions Women are better at detecting emotions than men. than men.

The Question of BiasThe Question of BiasMost experts would agree that intelligence Most experts would agree that intelligence tests are “biased” in the sense that test tests are “biased” in the sense that test performance is influenced by cultural performance is influenced by cultural experiences.experiences.

Racial Difference in IQRacial Difference in IQ

Racial difference in average IQ among Racial difference in average IQ among different racial groups can be measureddifferent racial groups can be measured

More variation in IQ scores within a particular More variation in IQ scores within a particular group than between groupsgroup than between groups


Stereotype ThreatStereotype Threat A self-confirming concern that one A self-confirming concern that one

will be evaluated based on a will be evaluated based on a negative stereotypenegative stereotype

understanding intelligence psychologists define intelligence as the ability to understand and adapt...

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