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Intelligence Chapter 11

Intelligence Chapter 11. What is Intelligence?. Intelligence is the ability to learn from experience, solve problems, and use our knowledge to adapt to new situations. . In research studies, intelligence is whatever the intelligence test measures. This tends to be “school smarts.”.

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Intelligence Chapter 11

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  1. IntelligenceChapter 11

  2. What is Intelligence? Intelligence is the ability to learn from experience, solve problems, and use our knowledge to adapt to new situations. In research studies, intelligence is whatever the intelligence test measures. This tends to be “school smarts.”

  3. Conceptual Difficulties Psychologists believe that intelligence is a concept and not a thing. When we think of intelligence as a trait (thing) we make an error called reification — viewing an abstract immaterial concept as if it were a concrete thing.

  4. Controversies About Intelligence Despite general agreement among psychologists about the nature of intelligence, two controversies remain: Is intelligence a single overall ability or is it several specific abilities? With modern neuroscience techniques, can we locate and measure intelligence within the brain?

  5. Intelligence: Ability or Abilities? Have you ever thought that since people’s mental abilities are so diverse, it may not be justifiable to label those abilities with only one word, intelligence? You may speculate that diverse abilities represent different kinds of intelligences. How can you test this idea?

  6. General Intelligence The idea that general intelligence (g) exists comes from the work of Charles Spearman (1863-1945) who helped develop the factor analysis approach in statistics. Athleticism, like intelligence, is many things

  7. AP PsychologyJanuary 7, 2010What is intelligence?

  8. Homework: 1) Read pages 434-442 2) Complete Psych Sim

  9. Spearman’s Studies Factor Analysis: cluster of items that measure a common ability Example: vocabulary, paragraph comprehension, Grades in English classes, SAT verbal

  10. General Intelligence General intelligence (g) is a factor that underlies all intelligence . BUT…. Spearman’s Theory of General Intelligence was controversial.

  11. Other Early Theories of Intelligence as Multiple Abilities -Intelligence as Seven Clusters of Primary Mental Abilities- Thurstone -General Intelligence as an evolutionary adaptation

  12. Contemporary Intelligence Theories Howard Gardner -multiple intelligences -exceptionally intelligent people, such as savants People with savant syndrome excel in abilities unrelated to general intelligence.

  13. http://www.youtube.com/watch?v=dhcQG_KItZM

  14. Howard Gardner Gardner proposes eight types of intelligences (and speculates about a ninth one — existential intelligence. )

  15. How is Gardner’s theory problematic? • Difficult to research • Talents or intelligences?

  16. Sternberg’s Triarchic Theory of Intelligence Sternberg (1985, 1999, 2003) agrees with Gardner, but suggests three intelligences rather than eight. Creative Intelligence: Intelligence that makes us adapt to novel situations, generate novel ideas Analytical Intelligence: Intelligence that is assessed by intelligence tests. Practical Intelligence: Intelligence that is required for everyday tasks (e.g. street smarts).

  17. Sternberg and Gardner’s studies are important in broadening our definition for intelligence…… in the workplace, the classroom, on the athletic field.

  18. Do Now: Compare and contrast Spearman, Gardner, and Sternberg’s Theories of Intelligence. Which do you think is the best theory and why?

  19. January 8AIM: How can we assess intelligence?

  20. Emotional Intelligence Emotional intelligence is the ability to perceive, understand, and manage emotions -proposed by Daniel Goleman

  21. Emotional Intelligence: Components

  22. Emotional Intelligence Emotional intelligence correlates positively with career, marriage, and parenting success. proposed by Daniel Goleman Emotion Recognition Mischel’s Marshmallow 24

  23. Emotional Intelligence: Criticism Should intelligence apply to emotions? But, studies show general intelligence DOES matter

  24. *Crystallized and fluid intelligence • Crystallized intelligence: accumulated knowledge • Fluid intelligence: ability to reason quickly when solving new problems • How does each change with age?

  25. Intelligence and Creativity Creativity is the ability to produce ideas that are both novel and valuable. It correlates slightly with intelligence. Expertise: A well-developed knowledge base. Imaginative Thinking: The ability to see things in novel ways. Adventuresome Personality: A personality that seeks new experiences rather than following the pack. Intrinsic Motivation: A motivation to be creative from within. A Creative Environment: A creative and supportive environment allows creativity to bloom.

  26. Is Intelligence Neurologically Measurable? Recent Studies indicate some correlation (about +.40) between brain size and intelligence. Gray matter concentration in people with high intelligence.

  27. Brain Function Intelligence tests and reaction time People with higher intelligence respond correctly and quickly to the above question.

  28. Assessing Intelligence Intelligence testing: a method for assessing an individual’s mental aptitudes and comparing them with others

  29. Alfred Binet Alfred Binet: predictor intelligence testing developing questions that would predict children’s future progress Mental Age: Intelligence Increases as we age

  30. Lewis Terman Stanford-Binet Test: The following is the formula of Intelligence Quotient (IQ), introduced by William Stern:

  31. Intelligence Tests • First proposed by Binet • Adapted by Terman into the IQ test • Xenophobic?

  32. Aptitude and Achievement Tests Aptitude tests are intended to predict your ability to learn a new skill Achievement tests are intended to reflect what you have already learned.

  33. David Wechsler Wechsler developed the Wechsler Adult Intelligence Scale (WAIS) and later the Wechsler Intelligence Scale for Children (WISC), an intelligence test for preschoolers.

  34. WAIS WAIS measures overall intelligence and 11 other aspects related to intelligence.

  35. Principles of Test Construction For a psychological test to be acceptable it must fulfill the following three criteria: Standardization Reliability Validity

  36. Question 1: Point to the puppy

  37. Standardization Standardization: 1) administering the test to a representative sample of future test takers 2) Testing and scoring uniformly for all test-takers Establishes a basis for meaningful comparison.

  38. Normal Curve Standardized tests establish a normal distribution of scores on a tested population in a bell-shaped pattern called the normal curve.

  39. Variance- degree to which scores differ from each otherStandard deviation: degree to which scores differ from the mean

  40. Intelligence Testing • Z scores- (standard score)- can compare scores initially on different scales • Statistical significance (p value)

  41. Flynn Effect In the past 60 years, intelligence scores have risen steadily by an average of 27 points.

  42. Reliability Extent to which a test yields consistent results: Split-half Reliability: Reliability using different tests: Test-Retest Reliability:

  43. Validity Validity of a test refers to what the test is supposed to measure or predict. Content Validity: Refers to the extent a test measures a particular behavior or trait. Predictive Validity: Refers to the function of a test in predicting a particular behavior or trait.

  44. Reliability verses Validity • Question 1: Measuring three people with the same yardstick, but the yardstick is off by 3 inches • Question 2: A college admissions office is concerned with how well applicants will perform on college-level assessments. Which of following best demonstrates predictive validity? 1) SATS 2) School Grades 3) Recommendations 4) Extracurriculars • Which is most reliable?

  45. Extremes of Intelligence A valid intelligence test divides two groups of people into two extremes: the mentally retarded (IQ 70) and individuals with high intelligence (IQ 135). These two groups are significantly different.

  46. Mental Retardation Mentally retarded individuals required constant supervision a few decades ago, but with a supportive family environment and special education they can now care for themselves.

  47. High Intelligence Contrary to popular belief, people with high intelligence test scores tend to be healthy, well adjusted, and unusually successful academically.

  48. Ethnic Similarities and Differences To discuss this issue we begin with two disturbing but agreed upon facts: Racial groups differ in their average intelligence scores. High-scoring people (and groups) are more likely to attain high levels of education and income.

  49. Racial (Group) Differences If we look at racial differences, white Americans score higher in average intelligence than black Americans (Avery and others, 1994). European New Zealanders score higher than native New Zealanders (Braden, 1994). Hispanic Americans

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