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Lecture 3: Intelligence: Psych 111

The document summarizes key concepts from a lecture on intelligence, including: 1) Intelligence involves verbal ability, problem-solving, and adaptability and is traditionally defined by standardized tests; however, newer theories propose additional types of intelligence. 2) Common intelligence tests like the Stanford-Binet and WAIS provide verbal, performance, and full scale IQ scores based on age norms. 3) Theories of intelligence include Spearman's two-factor theory, Sternberg's three facets, and Gardner's theory of multiple intelligences. 4) Intelligence tests continue to be revised and debated regarding their validity and ability to account for cultural and environmental factors.

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84 views14 pages

Lecture 3: Intelligence: Psych 111

The document summarizes key concepts from a lecture on intelligence, including: 1) Intelligence involves verbal ability, problem-solving, and adaptability and is traditionally defined by standardized tests; however, newer theories propose additional types of intelligence. 2) Common intelligence tests like the Stanford-Binet and WAIS provide verbal, performance, and full scale IQ scores based on age norms. 3) Theories of intelligence include Spearman's two-factor theory, Sternberg's three facets, and Gardner's theory of multiple intelligences. 4) Intelligence tests continue to be revised and debated regarding their validity and ability to account for cultural and environmental factors.

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blueskies67
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Psych 111:

Lecture 3: Intelligence
Thursday, October 20, 2011

Intelligence: combines verb ability, problem solving skills, and


the ability to adapt and learn from lifes everyday experiences

historically defined by how we measure it Alfred Binet: developed intell. tests to identify slow learners Mental Age: based on ability not chronological age = 100 However, this formula for IQ was flawed. A child with a mental age of 6 and chronological age of 5 would have the same IQ as a child with a mental age of 12 and chronological age of 10. Newer tests were developed with norms for all age groups based on a standard distribution

Stanford-Binet and Wechsler Intelligence Tests are still used today Wechsler Intelligence Tests:
WPPSI: (preschool) WISC: (children) WAIS: (adult)

Results in a Verbal IQ, Performance IQ and Full Scale IQ score Based on norms for the population: 100 is the mean; normal range is 85-115 (the vast majority of the population falls in this range)

The Flynn Effect: James Flynn found that from one generation to the next there have been steady gains in IQ scores cross culturally. Hypotheses: more time in school, better educated parents, better nutrition, broader exposure through media Wechsler Adult Intelligence Scale most recently revised in 2008 Wechslers view of intelligence: The global capacity of a person to act purposefully, to think rationally and to deal effectively with his/her environment Test Revisions for the WAIS-IV (2008) identifies several scale scores
Verbal Comprehension Scale Perceptual Reasoning Scale Working Memory Scale Processing Speed Scale

Sample of Verbal Subtests

Vocabulary: breadth of concepts, ideas and experiences; and correlated with overall IQ very highly correlate with overall IQ Information: basic of information; culturally sensitive Comprehension: awareness of socially appropriate behavior, rules and roles Similarities: verbal concept formation level of abstraction Arithmetic: concentration/attention; mathematical ability (verbal subtest) Digit Span: attention and rote memory

Sample of Performance Subtests


Picture Completion: Visual organization and concentration Block Design: perception and analysis of patterns Digit Symbol: imitative behavior and learning capacity *Visual Puzzles: perceptual reasoning *Cancellation: processing speed *Figure Weights: perceptual reasoning

Rosenthal and Jacobson Study


Self-fulfilling prophecy: if we expect something to happen in a certain way our expectancies will make it so Study with teacher expectancy and student performance Results: For the entire school the children for whom the teachers expected greater intellectual growth averaged significantly greater improvement than did the control children; especially for grades 1 and 2. Possible explanations for the findings:
younger children are easier to change Younger students have less developed reputations Younger children may be more susceptible Teachers of children in lower grades may differ from the teachers of older children

Culture Free Intelligence Tests:


Stereotype Vulnerability: anxiety may impair test performance of true ability because of an implicit or explicit feeling of inadequacy based on stereotypes (Steel and Aronson). Difficult to design a truly culture free test

Draw A Person: Positive Correlation with Intelligence (Tadpole Person) Ravens Progressive Matrices: Mental retardation/Intellectual disability: a condition of limited mental ability; IQ lower than 70 on a traditional test, difficulty in adapting to everyday life, onset during developmental period, before 18 years

Assessment of Adaptive Behavior (

taken from the aaidd website)

Conceptual Skills: language and literacy, money, time and number concepts; self-direction Social Skills: interpersonal skills, social responsibility, self-esteem, gullibility, naivete (i.e. wariness), social problem solving, and the ability to follow rules/obey laws and to avoid being victimized Practical Skills: activities of daily living (personal care), occupational skills, healthcare, travel/transportation, schedules/routines, safety, use of money, use of telephones

Early Signs of Developmental Delays in Preschool Children


Feder-Feitel (1997)

Attention Language: Difficulty sitting still or Pronunciation problems sticking to a task Slow vocabulary growth Motor skills Lack of interest in story Problems with self care telling. skills (button, combing hair) Memory: Clumsiness Reluctance to draw Trouble recognizing letters Other functions or numbers Trouble learning left/right Difficult remembering Difficulty categorizing sequencing (days) Difficult reading faces/body language

Mild Retardation: IQ: 50-70 (85%): can acquire academic skills to 6th grade level; fairly self-sufficient, can live independently with community and social support Moderate Retardation: IQ: 35-50 (10%): can carry out work and self-care tasks with moderate supervision; typically acquire communication skills in childhood and are able to live and function successfully in the community in a supervised group home Severe Retardation: IQ: 20-35 (4%): may master basic self-care skills and some communication with supervision Profound Retardation: IQ: < 20 (1%): little or no speech; high level of structure and supervision required; often unresponsive to training

Multiple causes of retardation Organic: over 100 single genetic traits can result in mental retardation Environmental: teratogens (fetal alcohol syndrome; poor nutrition, disease)

Giftedness: Generally believed to be those with an IQ of > 130 (Upper 2-3% of the population) Characteristics:
Precocious; master things earlier Teachers may not identify them correctly Gifted vs Profoundly Gifted distinction May have exceptional potential in visual/performing arts, leadership traits or empathy Acceleration not current recommendation

Terman: long term study of gifted individuals (longest running study- since 1921)
1500 youngsters (average IQ=150) Found to be above average, weight, strength, physical health, emotional stability and social satisfaction throughout adulthood. Most are socially successful, above average in psychological adjustment Winner notes gifted different from profoundly gifted (IQ>180) as they children may be more introverted and socially isolated

Spearman: Two Factor Theory of Intelligence


g factor or general abilities: comprehension or spatial skills, verbal abilities Cattell: Two types of g factor of intelligence Fluid Intelligence: innate skills not dependent on the environment; more biologically based Crystallized Intelligence: academic learning, ability to use information learned in problem solving; related to environment and experience s factor or specific abilities: numerical reasoning, rote memory skills

Sternbergs three facets of intelligence: Practical intelligence: dealing with problems encountered in every day life Analytical intelligence: abstract reasoning, good test taking skills Creative intelligence: generate new ideas Gardners Multiple Intelligences: (8) Logical Mathematical (predicting/problem solving) Linguistic Musical (2 year old composers) Spatial (origami) Bodily-Kinesthetic (receiver, hand/eye coordination) Interpersonal (understanding attitudes/motivations of others, Jill) Intrapersonal (access to own strengths, limitations, and how to use them productively) Naturalist (understand biological world around them)

Emotional Intelligence:
Ability to motivate oneself and control impulses Persist in the face of frustration Regulate moods to keep distress from overwhelming the ability to think Goleman Emotional Intelligence test Validity and reliability revisited Validity: does the test measure the construct for which it is designed to assess/measure Reliability: measurement consistency; do we get consistent results over time

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