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Intelligence
Chapter 11
2
Intelligence
Intelligence
 What Is Intelligence?
 Theories of Intelligence
 Assessing Intelligence
 Genetic and Environmental
Influences on Intelligence
 Group Differences in Intelligence
Test Scores
3
Intelligence
Do we have an inborn general mental capacity
(intelligence)? If so, can we quantify this
capacity as a meaningful number?
4
What is Intelligence?
Intelligence (in all cultures) 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.”
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?
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
General Intelligence
Spearman proposed that general intelligence (g)
is linked to many clusters that can be analyzed
by factor analysis.
For example, people who do well on vocabulary
examinations do well on paragraph
comprehension examinations, a cluster that
helps define verbal intelligence. Other factors
include a spatial ability factor, or a reasoning
ability factor.
8
Contemporary Intelligence Theories
Howard Gardner (1983, 1999) supports the idea
that intelligence comes in multiple forms.
Gardner notes that brain damage may diminish
one type of ability but not others.
People with savant syndrome excel in abilities
unrelated to general intelligence.
9
Howard Gardner
Gardner proposes eight types of intelligences and
speculates about a ninth one — existential
intelligence. Existential intelligence is the ability to
think about the question of life, death and existence.
10
Robert Sternberg
Sternberg (1985, 1999, 2003) also agrees with
Gardner, but suggests three intelligences rather
than eight.
1. Analytical Intelligence: Intelligence that is assessed
by intelligence tests.
2. Creative Intelligence: Intelligence that makes us
adapt to novel situations, generating novel ideas.
3. Practical Intelligence: Intelligence that is required
for everyday tasks (e.g. street smarts).
11
Intelligence and Creativity
Creativity is the ability to produce ideas that are
both novel and valuable. It correlates somewhat
with intelligence.
1. Expertise: A well-developed knowledge base.
2. Imaginative Thinking: The ability to see things in novel
ways.
3. A Venturesome Personality: A personality that seeks
new experiences rather than following the pack.
4. Intrinsic Motivation: A motivation to be creative from
within.
5. A Creative Environment: A creative and supportive
environment allows creativity to bloom.
12
Emotional Intelligence
Emotional intelligence is the ability to perceive,
understand, and use emotions (Salovey and
others, 2005). The test of emotional intelligence
measures overall emotional intelligence and its
four components.
13
Emotional Intelligence: Components
Component Description
Perceive emotion
Recognize emotions in faces,
music and stories
Understand emotion
Predict emotions, how they
change and blend
Manage emotion
Express emotions in different
situations
Use emotion
Utilize emotions to adapt or be
creative
14
Emotional Intelligence: Criticism
Gardner and others criticize the idea of emotional
intelligence and question whether we stretch this
idea of intelligence too far when we apply it to our
emotions.
15
Assessing Intelligence
Psychologists define intelligence testing as a
method for assessing an individual’s mental
aptitudes and comparing them with others using
numerical scores.
16
Alfred Binet
Alfred Binet and his
colleague Théodore
Simon practiced a more
modern form of
intelligence testing by
developing questions
that would predict
children’s future
progress in the Paris
school system.
17
Lewis Terman
In the US, Lewis Terman
adapted Binet’s test for
American school
children and named the
test the Stanford-Binet
Test. The following is the
formula of Intelligence
Quotient (IQ),
introduced by William
Stern:
18
David Wechsler
Wechsler developed the
Wechsler Adult
Intelligence Scale (WAIS)
and later the Wechsler
Intelligence Scale for
Children (WISC), an
intelligence test for
school-aged children.
19
WAIS
WAIS measures overall intelligence and 11 other
aspects related to intelligence that are designed to
assess clinical and educational problems.
20
Principles of Test Construction
For a psychological test to be acceptable it must
fulfill the following three criteria:
1. Standardization
2. Reliability
3. Validity
21
Standardization
Standardizing a test involves administering the test
to a representative sample of future test takers in
order to establish a basis for meaningful
comparison.
22
Normal Curve
Standardized tests establish a normal distribution
of scores on a tested population in a bell-shaped
pattern called the normal curve.
23
Reliability
A test is reliable when it yields consistent results. To
establish reliability researchers establish different
procedures:
1. Split-half Reliability: Dividing the test into two
equal halves and assessing how consistent the
scores are.
2. Test-Retest Reliability: Using the same test on two
occasions to measure consistency.
24
Validity
Reliability of a test does not ensure validity.
Validity of a test refers to what the test is supposed
to measure or predict.
1. Content Validity: Refers to the extent a test
measures a particular behavior or trait.
2. Predictive Validity: Refers to the function of a test
in predicting a particular behavior or trait.
25
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.
26
High Intelligence
Contrary to popular belief, people with high
intelligence test scores tend to be healthy, well
adjusted, and unusually successful academically.
27
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.
28
Flynn Effect
In the past 60 years, intelligence scores have risen
steadily by an average of 27 points. This
phenomenon is known as the Flynn effect.
29
Genetic and Environmental
Influences on Intelligence
No other topic in psychology is so passionately
followed as the one that asks the question, “Is
intelligence due to genetics or environment?”
30
Genetic Influences
Studies of twins, family members, and adopted
children together support the idea that there is a
significant genetic contribution to intelligence.
31
Adoption Studies
Adopted children show a marginal correlation in
verbal ability to their adopted parents.
32
Heritability
The variation in intelligence test scores
attributable to genetics. We credit heredity
with 50% of the variation in intelligence.
It pertains only to why people differ from one
another, not to the individual.
33
Environmental Influences
Studies of twins and adopted children also show
the following:
1. Fraternal twins raised together tend to show
similarity in intelligence scores than fraternal
twins raised apart.
2. Identical twins raised apart show slightly less
similarity in their intelligence scores than
identical twins raised together.
34
Early Intervention Effects
Early neglect from caregivers leads children to
develop a lack of personal control over the
environment, and it impoverishes their intelligence.
Romanian orphans with minimal
human interaction are delayed in their development.
35
Schooling Effects
Schooling is an experience that pays dividends,
which is reflected in intelligence scores. Increased
schooling correlates with higher intelligence scores.
To increase readiness for schoolwork,
projects like Head Start facilitate leaning.
36
Group Differences in Intelligence
Test Scores
Why do groups differ in intelligence? How can we
make sense of these differences?
37
Ethnic Similarities and Differences
1. Racial groups differ in their average
intelligence scores.
2. High-scoring people (and groups) are more
likely to attain high levels of education and
income.
To discuss this issue we begin with two disturbing
but agreed upon facts:
38
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).
White-Americans Black-Americans
Average IQ = 100 Average IQ = 85
Hispanic Americans
39
Environmental Effects
Differences in intelligence among these groups are
largely environmental, as if one environment is
more fertile in developing these abilities than the
other.
40
Reasons Why Environment Affects
Intelligence
1. Races are remarkably alike genetically.
2. Race is a social category.
3. Asian students outperform North American
students on math achievement and aptitude tests.
4. Today’s better prepared populations would
outperform populations of the 1930s on intelligence
tests.
5. White and black infants tend to score equally well
on tests predicting future intelligence.
6. Different ethnic groups have experienced periods
of remarkable achievement in different eras.
41
Gender Similarities and Differences
There are seven ways in which males and females
differ in various abilities.
1. Girls are better spellers
2. Girls are verbally fluent and have large vocabularies
3. Girls are better at locating objects
4. Girls are more sensitive to touch, taste, and color
5. Boys outnumber girls in counts of underachievement
6. Boys outperform girls at math problem solving, but
under perform at math computation
7. Women detect emotions more easily than men do
42
The Question of Bias
Aptitude tests are necessarily biased in the sense
that they are sensitive to performance differences
caused by cultural differences.
However, aptitude tests are not biased in the sense
that they accurately predict performance of one
group over the other.
43
Test-Takers’ Expectations
A stereotype threat is a self-confirming concern
that one will be evaluated based on a negative
stereotype.
This phenomenon appears in some instances in
intelligence testing among African-Americans
and among women of all colors.

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Chapter 11 intelligence

  • 2. 2 Intelligence Intelligence  What Is Intelligence?  Theories of Intelligence  Assessing Intelligence  Genetic and Environmental Influences on Intelligence  Group Differences in Intelligence Test Scores
  • 3. 3 Intelligence Do we have an inborn general mental capacity (intelligence)? If so, can we quantify this capacity as a meaningful number?
  • 4. 4 What is Intelligence? Intelligence (in all cultures) 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.”
  • 5. 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?
  • 6. 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. 7 General Intelligence Spearman proposed that general intelligence (g) is linked to many clusters that can be analyzed by factor analysis. For example, people who do well on vocabulary examinations do well on paragraph comprehension examinations, a cluster that helps define verbal intelligence. Other factors include a spatial ability factor, or a reasoning ability factor.
  • 8. 8 Contemporary Intelligence Theories Howard Gardner (1983, 1999) supports the idea that intelligence comes in multiple forms. Gardner notes that brain damage may diminish one type of ability but not others. People with savant syndrome excel in abilities unrelated to general intelligence.
  • 9. 9 Howard Gardner Gardner proposes eight types of intelligences and speculates about a ninth one — existential intelligence. Existential intelligence is the ability to think about the question of life, death and existence.
  • 10. 10 Robert Sternberg Sternberg (1985, 1999, 2003) also agrees with Gardner, but suggests three intelligences rather than eight. 1. Analytical Intelligence: Intelligence that is assessed by intelligence tests. 2. Creative Intelligence: Intelligence that makes us adapt to novel situations, generating novel ideas. 3. Practical Intelligence: Intelligence that is required for everyday tasks (e.g. street smarts).
  • 11. 11 Intelligence and Creativity Creativity is the ability to produce ideas that are both novel and valuable. It correlates somewhat with intelligence. 1. Expertise: A well-developed knowledge base. 2. Imaginative Thinking: The ability to see things in novel ways. 3. A Venturesome Personality: A personality that seeks new experiences rather than following the pack. 4. Intrinsic Motivation: A motivation to be creative from within. 5. A Creative Environment: A creative and supportive environment allows creativity to bloom.
  • 12. 12 Emotional Intelligence Emotional intelligence is the ability to perceive, understand, and use emotions (Salovey and others, 2005). The test of emotional intelligence measures overall emotional intelligence and its four components.
  • 13. 13 Emotional Intelligence: Components Component Description Perceive emotion Recognize emotions in faces, music and stories Understand emotion Predict emotions, how they change and blend Manage emotion Express emotions in different situations Use emotion Utilize emotions to adapt or be creative
  • 14. 14 Emotional Intelligence: Criticism Gardner and others criticize the idea of emotional intelligence and question whether we stretch this idea of intelligence too far when we apply it to our emotions.
  • 15. 15 Assessing Intelligence Psychologists define intelligence testing as a method for assessing an individual’s mental aptitudes and comparing them with others using numerical scores.
  • 16. 16 Alfred Binet Alfred Binet and his colleague Théodore Simon practiced a more modern form of intelligence testing by developing questions that would predict children’s future progress in the Paris school system.
  • 17. 17 Lewis Terman In the US, Lewis Terman adapted Binet’s test for American school children and named the test the Stanford-Binet Test. The following is the formula of Intelligence Quotient (IQ), introduced by William Stern:
  • 18. 18 David Wechsler Wechsler developed the Wechsler Adult Intelligence Scale (WAIS) and later the Wechsler Intelligence Scale for Children (WISC), an intelligence test for school-aged children.
  • 19. 19 WAIS WAIS measures overall intelligence and 11 other aspects related to intelligence that are designed to assess clinical and educational problems.
  • 20. 20 Principles of Test Construction For a psychological test to be acceptable it must fulfill the following three criteria: 1. Standardization 2. Reliability 3. Validity
  • 21. 21 Standardization Standardizing a test involves administering the test to a representative sample of future test takers in order to establish a basis for meaningful comparison.
  • 22. 22 Normal Curve Standardized tests establish a normal distribution of scores on a tested population in a bell-shaped pattern called the normal curve.
  • 23. 23 Reliability A test is reliable when it yields consistent results. To establish reliability researchers establish different procedures: 1. Split-half Reliability: Dividing the test into two equal halves and assessing how consistent the scores are. 2. Test-Retest Reliability: Using the same test on two occasions to measure consistency.
  • 24. 24 Validity Reliability of a test does not ensure validity. Validity of a test refers to what the test is supposed to measure or predict. 1. Content Validity: Refers to the extent a test measures a particular behavior or trait. 2. Predictive Validity: Refers to the function of a test in predicting a particular behavior or trait.
  • 25. 25 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.
  • 26. 26 High Intelligence Contrary to popular belief, people with high intelligence test scores tend to be healthy, well adjusted, and unusually successful academically.
  • 27. 27 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.
  • 28. 28 Flynn Effect In the past 60 years, intelligence scores have risen steadily by an average of 27 points. This phenomenon is known as the Flynn effect.
  • 29. 29 Genetic and Environmental Influences on Intelligence No other topic in psychology is so passionately followed as the one that asks the question, “Is intelligence due to genetics or environment?”
  • 30. 30 Genetic Influences Studies of twins, family members, and adopted children together support the idea that there is a significant genetic contribution to intelligence.
  • 31. 31 Adoption Studies Adopted children show a marginal correlation in verbal ability to their adopted parents.
  • 32. 32 Heritability The variation in intelligence test scores attributable to genetics. We credit heredity with 50% of the variation in intelligence. It pertains only to why people differ from one another, not to the individual.
  • 33. 33 Environmental Influences Studies of twins and adopted children also show the following: 1. Fraternal twins raised together tend to show similarity in intelligence scores than fraternal twins raised apart. 2. Identical twins raised apart show slightly less similarity in their intelligence scores than identical twins raised together.
  • 34. 34 Early Intervention Effects Early neglect from caregivers leads children to develop a lack of personal control over the environment, and it impoverishes their intelligence. Romanian orphans with minimal human interaction are delayed in their development.
  • 35. 35 Schooling Effects Schooling is an experience that pays dividends, which is reflected in intelligence scores. Increased schooling correlates with higher intelligence scores. To increase readiness for schoolwork, projects like Head Start facilitate leaning.
  • 36. 36 Group Differences in Intelligence Test Scores Why do groups differ in intelligence? How can we make sense of these differences?
  • 37. 37 Ethnic Similarities and Differences 1. Racial groups differ in their average intelligence scores. 2. High-scoring people (and groups) are more likely to attain high levels of education and income. To discuss this issue we begin with two disturbing but agreed upon facts:
  • 38. 38 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). White-Americans Black-Americans Average IQ = 100 Average IQ = 85 Hispanic Americans
  • 39. 39 Environmental Effects Differences in intelligence among these groups are largely environmental, as if one environment is more fertile in developing these abilities than the other.
  • 40. 40 Reasons Why Environment Affects Intelligence 1. Races are remarkably alike genetically. 2. Race is a social category. 3. Asian students outperform North American students on math achievement and aptitude tests. 4. Today’s better prepared populations would outperform populations of the 1930s on intelligence tests. 5. White and black infants tend to score equally well on tests predicting future intelligence. 6. Different ethnic groups have experienced periods of remarkable achievement in different eras.
  • 41. 41 Gender Similarities and Differences There are seven ways in which males and females differ in various abilities. 1. Girls are better spellers 2. Girls are verbally fluent and have large vocabularies 3. Girls are better at locating objects 4. Girls are more sensitive to touch, taste, and color 5. Boys outnumber girls in counts of underachievement 6. Boys outperform girls at math problem solving, but under perform at math computation 7. Women detect emotions more easily than men do
  • 42. 42 The Question of Bias Aptitude tests are necessarily biased in the sense that they are sensitive to performance differences caused by cultural differences. However, aptitude tests are not biased in the sense that they accurately predict performance of one group over the other.
  • 43. 43 Test-Takers’ Expectations A stereotype threat is a self-confirming concern that one will be evaluated based on a negative stereotype. This phenomenon appears in some instances in intelligence testing among African-Americans and among women of all colors.

Notas del editor

  1. Preview Question 8: Is intelligence a single general ability or several distinct abilities?
  2. Preview Question 9: What is creativity, and what fosters this ability?
  3. Preview Question 10: Is our ability to manage our own emotions and to empathize with others a form of intelligence?
  4. Preview Question 11: When and why were intelligence tests created?
  5. Preview Question 12: By what criteria can we judge intelligence tests?
  6. Preview Question 13: Is intellect influenced more by heredity or by environment?
  7. Preview Question 14: How, and why, do ethnic and gender groups differ in aptitude test performance?
  8. Preview Question 15: Are intelligence tests biased and discriminatory?