Human Intelligence What it is, What it isn’t & How we try to measure it

1. Human Intelligence What it is, What it isn’t & How we try to measure it EDUS 220 Learning Psychology Spring 2011

2. The Usual Disclaimer After viewing this presentation do not attempt to operate motorized equipment. Not to be taken internally Avoid prolonged contact with the skin The following material portrays scenes which some viewers may find disturbing…parental discretion is advised. A great deal of information will be presented, so we’ll move fast and take no prisoners….but if you have a question, by all means, ask it!!

3. Objectives As the result of wasting another 3 hours in this alleged class, you should be able to: • Describe the concept of Human Intelligence • Identify factors which influence intellectual development • Become familiar with mechanisms for assessing intelligence • Discriminate between IQ and DIQ • Recall the labels used to refer to levels of developmental disability (MR) • Describe at least one method for killing an emu.

4. What is Intelligence?? Now is time for the obligatory “Group Activity” • Your Task • Form into groups of between 2 and 24 • Think of an individual whom you admire as being “bright”…You might have to think back a few years on this one….. • Generate a list of specific behaviors, qualities, characteristics that individual demonstrated that led you to believe she/he was bright……

5. The concept of Intelligence

6. The concept of Intelligence The capacity for abstract thought

7. The concept of Intelligence The capacity for understanding

8. The concept of Intelligence The capacity for communication

9. The concept of Intelligence The capacity for reasoning,

10. The concept of Intelligence The capacity for learning

11. The concept of Intelligence The capacity for planning,

12. The concept of Intelligence The capacity for problem solving.

13. Intelligence Defined from “Mainstream Science on Intelligence" (1994), an editorial statement by fifty-two researchers: A very general mental capability that, among other things, involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience. It is not merely book learning, a narrow academic skill, or test-taking smarts. Rather, it reflects a broader and deeper capability for comprehending our surroundings—"catching on," "making sense" of things, or "figuring out" what to do. Gottfredson, L.S. (1997). Forward to “intelligence and social policy” (pdf). Intelligence24 (1): 1–12.

14. Intelligence Defined Alfred Binet: Judgment, otherwise called "good sense," "practical sense," "initiative," the faculty of adapting one's self to circumstances Binet, A. (1905). The development of intelligence in children: The Binet-Simon Scale. E.S. Kite (Trans.). Baltimore: Williams & Wilkins.

15. Intelligence Defined David Wechsler: The aggregate or global capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment. Wechsler, D. (1944). The measurement of adult intelligence. Baltimore: Williams & Wilkins

16. Intelligence Defined Howard Gardner: To my mind, a human intellectual competence must entail a set of skills of problem solving — enabling the individual to resolve genuine problems or difficulties that he or she encounters and, when appropriate, to create an effective product — and must also entail the potential for finding or creating problems — and thereby laying the groundwork for the acquisition of new knowledge. Gardner, H. (1993). Frames of mind: The theory of multiple intelligences. New York: Basic Books. 1993.

17. Intelligence Defined Sternberg and Salter: Goal-directed adaptive behavior. Sternberg, R.J. & Salter, W. (1982). Handbook of human intelligence. Cambridge, UK: Cambridge University Press.

18. A brief history lesson The Imperial Examination A history of “ability” testingthat lasted 1300 years. Established : CE 605 Sui Dynasty Purpose: To select the best qualified government officials regardless of family or political background. Abolished 1905 Qing Dynasty

19. It was Sir Francis Galton who argued that tests of sensory discrimination could serve as a means of gauging an individual’s intellect. 1822-1911

20. “The only information that reaches us concerning the outward events appears to pass through the avenue of our senses; and the more perceptive the senses are of difference, the larger is the field upon which our judgment and intelligence can act”, (Galton, 1888) Galton developed non-verbal tests that were measures of sensory-motor sensitivity and speed and these were widely used as measures of “intellect” until it was discovered that such tests had no relationship to outcomes such as college performance. Kaufman, 2009

21. James McKeen Cattell • While studying for his doctorate at Leipzig University under the direction of Wilhelm Wundt he completed his doctoral dissertation on differences in reaction times. In 1888 and while lecturing at Cambridge University he became aware of the work of Galton and the ideas of individual differences and Intellect became merged. • In 1890 the term “Mental Test” was used for the first time but such tests were primarily measures of physiological responses: • Muscular strength Speed of movement • Sensitivity to pain Reaction time • Memory Ad.infinitum….. 1860-1944 Trivia Note: It was through this work that the concept of “subliminal perception” came into being….from the German word “Limen” meaning limit or threshold.

22. Alfred Binet • These two tried for years to associate “intelligence” with such things as cranial, facial, and hand configurations…and even handwriting analysis. Their results were (and this is not going to surprise you) not too promising and gave rise to the idea that the direct, even though crude, measurement of complex intellectual functions offered the greatest promise. 1857-1911 Theodore Simon 1873-1961

23. Alfred Binet and Theodore Simon In 1904 the Minister of Public Instruction commissioned the two of them to study the procedures for educating retarded children. This prompted the study of the differences between successful and unsuccessful students….an early kind of “Academic aptitude test” was developed and became the 1905 Binet-Simon Scale. Quite literally the instrument was used to predict success in school….Now we’re on to something!! And for the first time the idea of “mental level” was proposed….. In 1915 the test was translated into English at Stanford University and for decades it was the standard for IQ tests in American…the Stanford-Binet Test of Intellectual Development

24. L.M. Terman • Author of the American version of the Binet Scales and since the work was done at Stanford University in 1915…well, you know…we have the Stanford-Binet. • It was this version that introduced the concepts of mental age, chronological age, and the term Intelligence Quotient (IQ) for the very first time…..

25. The Intelligence Quotient First of all, for you non-math majors, a quotient is simply the result of division… 12 / 3 = 4 This is a quotient!

26. The learning Curve Intellectual Development: # of questions correctly answered. As individuals grow older they can answer more questions correctly……

27. The Intelligence Quotient Let’s assume an IQ test is given to groups of children at different ages. As children grow they acquire more information and knowledge and so the average score for these groups increases with age…. Age Groups Age 7 Age 8 Age 9 Age 10 Age11 Ave Score 22 24 27 30 34

28. The Intelligence Quotient The Intelligence Quotient is computed by dividing the mental age (MA) of an individual by his or her chronological age (CA)….the multiplying to get rid of those decimals….. (MA/CA) * 100 = Intelligence quotient

29. The Intelligence Quotient Age Groups Age 7 Age 8 Age 9 Age 10 Age11 Ave Score 22 24 27 30 34 If a child scored 27 correct on the test….he would have scored as many as the “Average” 9 year old so his mental age (MA) would be 9. If the child who scored 27 was, in fact, 9 years old (chronological age, CA) then this would happen. (MA/CA) * 100 = (9/9) * 100 = 100 Perfectly average intelligence

30. The Intelligence Quotient Age Groups Age 7 Age 8 Age 9 Age 10 Age11 Ave Score 22 24 27 30 34 If a child scored 27 correct on the test….he would have scored as many as the “Average” 9 year old so his mental age (MA) would be 9. But if the child who scored 27 was 7 years old (chronological age, CA) then this would happen. (MA/CA) * 100 = (9/7) * 100 = 129 Above average intelligence

31. The Intelligence Quotient Age Groups Age 7 Age 8 Age 9 Age 10 Age11 Ave Score 22 24 27 30 34 If a child scored 27 correct on the test….he would have scored as many as the “Average” 9 year old so his mental age (MA) would be 9. But if the child who scored 27 was 11 years old (chronological age, CA) then this would happen. (MA/CA) * 100 = (9/11) * 100 = 82 Below average intelligence

32. OK…but what is Intelligence • A hypothetical Construct (I’ve never seen an intelligence but I’ve witnessed intelligent behavior. OK… Not this guy!

33. OK…but what is Intelligence • Generally, the ability of a person to learn or benefit from experience.

34. OK…but what is Intelligence • Academic or Scholastic Aptitude (Binet)

35. OK…but what is Intelligence • The ability of a person to cope with the demands placed on him/her by the environment (Weschler).

36. OK…but what is Intelligence • A human trait that is the result of genetic endowment and life experience.

37. What about the “Nature-Nurture” Controversy???? • What controversy???? It has not been a controversy since the 1930’s when it was effectively demonstrated that 60-70% of the variance in human intelligence was attributable to environmental influence, life experiences, trips to the zoo….avoiding rap music, etc…..

38. OK…but what is not? • Probably not a single or unitary trait. • Not a good indicator of life success. • Not a fixed and unchangeable entity. • Not easily measured across cultures. Story time with tales of Aborigines Emus and assorted references to cranial capacity (???)

39. The Weschler Scales • Created by David Weschler during the 1940’s • Recognizes that human intelligence is amazingly complex and composed of many different components which can be grouped into two categories: Verbally mediated and Performance. • First used the concept of Deviation IQ as a normalized scale score (mean=100, SD=15) • Permits the assessment of intelligence throughout the life span….

40. The WISC • Verbal (VIQ) • Information • Similarities • Arithmetic • 7. Vocabulary • Comprehension • 11. (Digit Span) • Performance (PIQ) • Picture Completion • Picture Arrangement • Block Design • Object Assembly • Coding • 12. (Mazes) Scores Available: Verbal, Performance, and Full Score DIQ’s (Mean=100, SD=15) Subscale Scores (Mean =10, SD=3)

41. Common Individual Tests • Weschler Adult Intelligence Scale (WAIS) • Weschler Intelligence Scale for Children (WISC) • Weschler Preschool and Primary Scale of Intelligence (WPPSI) • Stanford-Binet Intelligence Scale • Peabody Picture Vocabulary Test (PPVT) • Columbia Mental Maturity Scale • Cattell Infant Intelligence Scale • Porteus Maze Test

42. Common Group Tests • California Test of Mental Maturity • Cognitive Abilities Test • Culture Fair Intelligence Test • Goodenough-Harris Drawing Test • Otis-Lennon School Abilities Test • Pictorial Reasoning Test • Tests of General Ability (TOGA)

43. Mental Retardation Defined Sub-average general intellectual functioning which originates in the developmental period and is associated with impairment in adaptive behavior and functioning.

44. Etiology of Mental Retardation Two General Categories of MR Cultural/Familial: Usually associated with mild and borderline levels. Physiological: usually associated with more severe forms of MR. Brain structures and CNS are insulted/damaged.

45. Mental RetardationClassification Schemes • Early in the last century the elements of mental retardation were well accepted and included • Onset in childhood • Significant intellectual or cognitive limitations, and • The inability to adapt to the demands of everyday life.

46. Mental RetardationClassification Schemes The American Association on Mental Deficiency committee on classification in 1910 established the following: • Idiot: arrested development at the level of a 2 year old. • Imbecile: Development equal to that of a 2-7 year old • Moron: Development equal to a 7-12 year old.

47. Current Mental RetardationClassification Scheme The DSM-IV now categorizes mental deficiency using the following scheme. Borderline: IQ Level 70-80 Mild MR: IQ Level 50-55 to 70 Moderate: IQ Level 35-40 to 50—55 Severe: IQ Level 20-25 to 35-40 Profound: IQ Level below 20-25

48. Current Mental RetardationClassification Scheme The American Association on Mental Retardation now focuses on the type and intensity of support required (DIQ less than or equal to 75 and deficits in two adaptive behavior domains). Intermittent Limited Extensive Pervasive

49. Are there other kinds of IQ? • The answer is: Probably… • A high IQ is most associated with success in an academic setting…that was its original purpose… • A high IQ and $.50 will buy you a cup of coffee…it’s no guarantee of success in life, marriage, or career…for that other kinds of personality traits are probably more important in the long run.

50. Emotional Intelligence • A different way of being “Smart”…. • Empathy and other matters of the heart make it more likely that your marriage and career with thrive. • An absence of those traits explains why people with a high IQ can be such disastrous pilots of their personal lives.