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Intelligence Quotient
This document discusses theories and history of intelligence. It defines intelligence as the ability to learn, understand new situations, and problem solve effectively. Several theories of intelligence are outlined, including theories focusing on general intelligence, multiple intelligences, and fluid/crystallized intelligence. The document also discusses the history of intelligence testing, including early IQ tests developed by Binet and Simon and revisions of the Stanford-Binet test. It describes how IQ is calculated and used, and defines different IQ ranges. Causes and types of mental retardation are also summarized.
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Intelligence Quotient
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- 2. INTELLIGENCE DEFINITION OFINTELLIGENCE THEORIES OF INTELLIGENCE HISTORY OF INTELLIGENCE TESTING INTELLIGENCE QUOTIENT (IQ) CAUSES OF MENTAL RETARDATION
- 3. the abilityto learn or understand or to deal with new or trying situations ( Merriam-Webster.com) the overall capacity of the individual to act purposefully, to think rationally, and to deal effectively with the environment Is expressed behaviorally First Known Use: 14th century
- 4. THEORIES OF INTELLIGENCE1. Two-FactorTheory of Multiple Intelligence 2. Theory of Seven Primary Mental Abilities 3. Theory of Multiple Abilities 4. Theory of Hierarchy of Mental Abilities 5. Neuropsychological Theory of Intelligence 6. Fluid and Crystallized Theory of Intelligence 7. Triarchic Theory of Intelligence 8. Galton’s Theory of General Intelligence 9. Weschler’s Theory of Intelligence
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- 6. used factoranalysis see group of abilities as reflective of a certain trait: E.g. color coordination + shape organization + object balance = High Spatial Ability
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- 9. known asFactor Theory Approach to Intelligence includes 7 factors to considered to be the basic abilities of human beings
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- 14. believed thatmental abilities is arranged hierarchically general intellectual ability is on the top and the specific skill progressively descends from it
- 15. has majorgroup factors include educational – verbal and practical intelligence has minor group factors: pure verbal, number, technical/scientific, drawing, psychomotor coordination, and handiwork mechanical information specific factors includes reading, graphs, tables and rote arithmetic
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- 23. also usedfactor analysis, discovered 2 major factors: Fluid Intelligence: Non-verbal & culture-free form of intelligence Related to a person’s inherent capacity to learn & solve problems Used in adapting to new situations Crystallized Intelligence: What one has already learned through the investment of fluid intelligence in cultural settings Highly culturally dependent Used for tasks which require learned or habitual response
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- 27. focuses onhow adults solve problems; this is indicative of intelligence;
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- 30. a singlegeneral characteristic that provides the basis for more specific abilities intelligence is inherited and if an individual has general intelligence, he will likely develop strong mechanical, artistic, musical and verbal abilities
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- 34. believed thatintelligence is the capacity to understand the environment and its resources to be able to cope with challenges of the environment WAIC – Weschler Intelligence Scale for Children (6-17 years of age) WAIS – Weschler Adult Intelligence Scale (adults) WPPSI – Preschool and Primary Scale of Intelligence
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- 40. The Binet Scales Oldest of the modern tests of intelligence very first test, developed by Alfred Binet, used some key principles: ◦ age differentiation – Binet looked for tasks that could be successfully completed by 2/3 to 3/4 of children in a particular age group, a smaller proportion of younger children, and a larger proportion of older children ◦ general mental ability –
- 41. 1905 scale 30tasks or tests of increasing difficulty no measuring unit – just categorized people very roughly into ◦ idiots (most severe intellectual impairment) ◦ imbeciles (moderate impairment) ◦ morons (mildest impairment)
- 43. Tasks on 1905Scale Follows moving object with eyes (1) Recognizes the difference between a square of chocolate & a square of wood (4) Repeats three spoken digits (11) Tells how two common objects are different (e.g., “paper & cardboard”) (16) Compares five blocks to put them in order of weight (22) Puts three nouns, e.g., “Paris, river, fortune” (or three verbs) in a sentence (26) Defines abstract words by designating the
- 44. 1908 scale groupeditems according to age could now describe individual in terms of “mental age” – based on his/her performance compared to average performance of individuals in a specific age group e.g., if 6 year old can perform tasks that
- 46. Binet – SimonIntelligence Scale this was applied to children of various ages and was able to determine their mental age developed in 1905, revised in 1908 and 1911
- 47. was usedand varied among children from the ages 3 years to 12 years old was revised in 1911 to include Henry Herbert Goddard (translated the 1908 revision in English)
- 48. 1905 1908 Reply toan abstract question Repetition of three figures; Immediate repetition of figures Definitions of abstract terms Verbal definition of known objects Resemblances of several known objects given from memory Unfinished pictures Comprehension questions Definition of familiar objects Making change from 20 sous (French money) http://childpsych.umwblogs.org/intelligence-testing-2/binet-simon- scale/
- 49. 1916 Stanford-Binet Intelligence Scale developed by Lewis M. Terman and Maud Merrill of Stanford University first time the concept of “intelligence quotient” was used: 100X CA MA IQ
- 51. IQ distribution whereDeviation IQ is used (Noll, 1967) ---Table 2 IQ Interval SD = 12 SD = 14 SD = 16 SD = 18 130 and above 0.7 1.6 3.1 5.1 120 - 129 4.3 6.3 7.5 8.5 110 - 119 15.2 16.0 15.8 15.4 100 - 109 29.8 26.1 23.6 21.0 90 - 99 29.8 26.1 23.6 21.0 80 - 89 15.2 16.0 15.8 15.4 70 - 79 4.3 6.3 7.5 8.5 Below 70 0.7 1.6 3.1 5.1 Total 100.00 100.00 100.00 100.00 Table 2 shows the distribution of IQ where Deviation IQ is used
- 52. 1937 scale Extendedage range Increased mental age range Improved scoring standards Improved standardization sample PROBLEM: standard deviation of IQ scores differed across age levels E.g., S for age six was 12.5, for age 12 was 20; this meant that an IQ score of 120 indicated something very different for
- 53. 1960 scale Adopteddeviation IQ Simply used standardization sample to transform all scores so that the mean would be 100 and the standard deviation would be 16 (15 on the most recent edition) This corrected for differences in variability
- 54. Different IQ Tests WISC – Weschler Intelligence Scale for Children WAIS – Weschler Adult Intelligence Scale Otis Self Administering Test of Mental Ability California Test of Mental Maturity AGCT – Army General Classification Test Cooperative School and College Ability Test Terman-McNemar Mental Ability Test
- 55. IQ Tests developedin the Philippines Philippine Mental Ability Tests PNIT - The Philippine Non-Verbal Intelligence Test ( developed by Amanda H. Tayag) Otis-Lenon Mental Ability Test (modified by the Philippine Guidance and Personnel Association
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- 57. a singlescore which indicates a person’s general intelligence level the general capacity of a person to learn (formal learning) measures only general intelligence William Stern derived the IQ test
- 58. Table 1. TraditionalCalculation of IQ for Three People Person 1 Person 2 Person 3 Mental Age (MA) 6 years 15 years 15 years Chronological Age (CA) 6 years 18 years 12 years MA ÷ CA 6 ÷ 6 = 1 15 ÷ 18 = 0.83 15 ÷ 12 = 1.25 (MA ÷ CA) x 100 1 x 100 = 100 0.83 x 100 = 83 1.25 x 100 = 125 IQ 100 83 125
- 59. Uses of IQ 1.It can be used by schools for admission purposes. 2. It can be used for classifying pupils/students. 3. It can be used for job hiring and placement.
- 60. Uses of IQ 5.It can serve as basis for education and career guidance. 6. It can be used to determine special children for their special education needs.
- 61. Measurement of Intelligence can be measured by standardized tests Ratio IQ Deviation IQ
- 62. Example: Mario,a seven-year old first grader got a score of 70 in a 100 points IQ test. His score 70 is equivalent to the score of a nine- year old child in the standardization sample. Thus, the mental age of Mario is 9. Using the
- 63. IQ distribution whereRatio IQ is used Terman and Merrill (Noll, 1967) ---Table 1 Classification IQ Percentage in General Population Very Superior 140 and above 1.3 Superior 130 – 139 3.1 120 – 129 8.2 High Average 110 - 119 18.1 Normal Average 100 – 109 23.5 90 – 99 23.5 Low Average 80 – 89 14.5 Borderline defective 70 – 79 5.6 Mentally defective Below 70 2.6 Note that in this Table standard deviation remains the same.
- 64. IQ distribution whereDeviation IQ is used (Noll, 1967) ---Table 2 IQ Interval SD = 12 SD = 14 SD = 16 SD = 18 130 and above 0.7 1.6 3.1 5.1 120 - 129 4.3 6.3 7.5 8.5 110 - 119 15.2 16.0 15.8 15.4 100 - 109 29.8 26.1 23.6 21.0 90 - 99 29.8 26.1 23.6 21.0 80 - 89 15.2 16.0 15.8 15.4 70 - 79 4.3 6.3 7.5 8.5 Below 70 0.7 1.6 3.1 5.1 Total 100.00 100.00 100.00 100.00 Table 2 shows the distribution of IQ where Deviation IQ is used
- 65. Intelligence Level Level IQRange Percent Feeble Minded 0 – 70 1 Borderline 70 – 80 5 Dull 80 – 90 14 Normal 90 – 110 60 Superior 110 – 120 14 Very Superior 120 – 130 5 Near Genius 130 – 140 1 Genius 140 - up -
- 66. Feeblemindedness mental retardation a mental deficiency marked by an IQ below 70
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- 68. severely retarted,custodials have IQ level of 0 – 25 mental age of less than three years Incapable of taking a bath, dressing, and cleaning themselves Have incoherent speech cannot do household chores requires close supervision and care
- 70. moderate retarted,trainable have IQ level of 25 - 50 mental age of 3 – 8 years with close supervision can do simple manual work like cleaning, digging, fetching water and other household chores cannot perform academic work like reading, spelling and counting usually only up to Grade 2 level of
- 72. mildly retarted,educatable have IQ level of 50 – 70 mental age of 8 – 12 years can care for themselves even without supervision can reach up to Grade 6 they usually faill in examinations and other class activities generally at the bottom of the class usually dubbed as stupid
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- 77. Malnutrition Early Pregnancy Lack of parental concern Crowdedand polluted environment Delayed prenatal care
- 78. Prematurity Head injurydue to accident of pregnant mother Radiation Psychoactive Drugs Alcohol & Caffeine intake of pregnant Overdose of medicines Mother’s frequent stress
- 79. Factors Affecting Intelligence Heredity Environment Sex Race Culture Training Socio-economic status Efforts of the will
- 80. Improving One’s Intelligence 1.Enhancing self-esteem 2. Providing pleasant school experiences 3. Self-direction 4. Self-monitoring or metacognition
- 81. Name Occupation NationalityIQ Leonardo da Vinci Genius Italy IQ 220 Francis Galton scientist, doctor England IQ 200 Blaise Pascal Mathematics, religious philosopher France IQ 195 Voltaire Writer France IQ 190 Pierre Simon de Laplace Astronomer, mathematician France IQ 190 George Berkeley philosopher Ireland IQ 190 Isaac Newton Scientist England IQ 190 Rene Descartes mathematician, philosopher France IQ 185
- 82. Galileo Galilei physicist, astronomer, philosopher ItalyIQ 185 Michelangelo Buonarroti artist, poet, architect Italy IQ 180 Charles Dickens Writer England IQ 180 Baruch Spinoza philosopher Netherlands IQ 175 Immanuel Kant philosopher Germany IQ 175 Johannes Kepler mathematician, physicist, astronomer Germany IQ 175 Martin Luther philosopher Germany IQ 170 Plato philosopher Greece IQ 170 Raphael Artist Italy IQ 170 Wolfgang Amadeus Mozart Composer Austria IQ 165 JohnLocke philosopher England IQ 165 Ludwig van Beethoven Composer Germany IQ 165 Name Occupation Nationality IQ