Understanding Intelligence: Nature, Testing, and Approaches

1. Chapter 9 Intelligence Introduction to Psychology Peking University

2. 什么是聪明？

3. Intelligence • The application of cognitive skills and knowledge to learn, solve problems, and obtain ends that are valued by an individual or culture. (Gardner, 1983)

4. Outlines • The nature of intelligence • Intelligence testing • Approaches to intelligence • Heredity and intelligence • The extremes of intelligence • Some concluding thoughts

5. 1 The Nature of Intelligence • The multifaceted nature of intelligence • The functional nature of intelligence • Culturally defined • Definition of intelligence

6. 1.1 The multifaceted nature of intelligence

7. 1.2 Functional Nature of Intelligence The capacity for goal-directed adaptive behavior. (Sternberg & Salter, 1982)

8. 1.3 Cultureally Defined Cultures guide their members in efficient ways of solving everyday problems, and these strategies become part of the way individuals think. ( Vygotsky, 1978)

9. 1.4 Definition of Intelligence The application of cognitive skills and knowledge to learn, solve problems, and obtain ends that are valued by an individual or culture. (Gardner, 1983)

10. Intelligence • Viewpoint of layperson • Related concepts • Skill • Knowledge • Aptitude • Intelligence • Mental ability

11. 2 Intelligence Testing • Psychometric instruments • Intelligence tests • Sir Francis Galton(1822-1911) • Upper classes were the most intelligent • Simple perceptual, sensory, and motor abilities • 10,000(1884) • Father of mental test/pioneering statistician

12. 2.1 Binet Scale • Alfred Binet (1857-1911) • (1905) for education commission • Binet & Simon (1908) • Abilities increase with age • Mental Age, MA----Chronological age,CA • The average age at which children achieve a particular score. • Item Selection

13. 2.2 Intelligence Testing in USA • Lewis Terman • Stanford-Binet scale (1916) • IQ, Intelligence Quotient=(MA/CA)*100 • Difference from Binet (MA, IQ, norm) • Group Tests • Army Alpha & Army Beta Test • Scholastic Aptitude Test(SAT) • The Wechsler Intelligence Scales

14. The Wechsler Intelligence Scales • David Wechsler • Minimizing the linguistic and cultural biases • Wechsler-Bellevue tests (1939) • WAIS-R, Wechsler Adult Intelligence Scale-Revised (1939, 1955, 1981) • WISC-R, Wechsler Intelligence Scale for Children-Revised (1958, 1974, 1991)

15. Verbal subtests Information Comprehension Arithmetic Similarities Digit span Vocabulary Performance subtests Digit symbol Picture completion Block design Picture arrangement Object assembly The Structure of WAIS-R

16. 2.3 Frequency Distribution ofIQ Scores • Wechsler (1958) • New concept of IQ calculating IQ as an individual position relative to peers of the same age on a frequency distribution • An normal, bell-shaped curve

17. 2.4 Limitations of IQ Tests • Predictive validity of IQ scores • Two limitations

18. 2.4.1 Predictive validity ofIQ scores 学校阶段 IQ与成绩相关 小学 0.6-0.7 中学 0.5-0.6 大学 0.4-0.5 研究生 0.3-0.4 Why?

19. How teachers view brightness as IQ? • Bias in age • Bias in sex • Bias in social behavior manner

20. 2.4.2 Two Limitations • Lack of a theoretical basis • Academic performance/practical intelligence • Culturally biased • 15-point difference in white/African • Williams, Robert L. • IQ is strongly correlated with socioeconomic status • Group difference: gender

21. 语言文化差异 • Cello Harp Drum Violin Guitar • Running a game • What is up?

22. Assignment 1 • 中小学教育中是否要引用智商测验？ 为什么？

23. 3 Approaches to Intelligence • The Psychometric Approach • The Information-Processing Approach • A Theory of Multiple Intelligences

24. 3.1 The Psychometric Approach • Psychometric Approach • Factor Analysis: common elements • Spearman Two-Factor Theory • Charles Spearman (1863-1945) • g-factor, General Intelligence • s-factors

25. Other Factor Theories • LL Thurstone(1938, 1962): 7 primary factors • word fluency • comprehension • numerical computation • spatial skills • associative memory • reasoning • perceptual speed • R. Cattell(1963): Crystallized/Fluid Intelligence • Wechsler WAIS-R • J. Guilford (1961): content, product, operation

26. Limitations of the Psychometric Approach • Describing rather than explaining • Facts but no theory; Lack of Process • Proliferation in factors • Uncertainty in determining factors and their pattern

27. 3.2 The Information-Processing Approach • Speed of Processing • Posner et al(1969) • Knowledge Base • Ability to Acquire and Apply Cognitive Strategies

28. Speed of Processing Judge Identity: A A Judge Identity: A a Perceive form of letter Perceive form of letter Analyze perceived forms Analyze perceived forms Look up names of letter Compare forms Compare letter names R: identical R: identical

29. Knowledge Base • Information in LTM • Quantity, Method of organization, Availability--->Intelligence Performance • Experience & Schema

30. Acquire and Apply Cognitive Strategies • Daily Task • Difference between adults and children • Retard children are more difficult in acquiring and applying cognitive strategies

31. Limitation of I-P Approach • Theory to Theory • Limited in academic situation • Being difficult to describing the process of real problem-solving.

32. 3.3 A Theory of Multiple Intelligences • Howard Gardner(1983) • Selecting Intelligences • Limitations of the Theory of M-I.

33. Selecting Intelligences • Gardner(1983) • One can never develop a single irrefutable and universally acceptable list of human intelligence • Criterion • Multiple neural modules • Savant and prodigy studies • Distinctive developmental course

34. Gardner Seven Intelligences • Logical/Mathematical • Linguistic or Verbal • Musical • Bodily/Kinesthetic • Spatial • Intrapersonal • Interpersonal

35. Limitations of Gardner Theory • Underestimate the possibility of some kinds of general intelligence • Lack empirical measures of such intelligences as intrapersonal and musical • The potential proliferation of intelligences

36. R. Sternberg (1985): Triarchic Theory • Componential intelligence • knowledge acquisition component • performance component • metacognitive component • Experiential intelligence • 处理新奇或者很常规的问题的能力 • Contextual intelligence • 日常事务、适应新的不同情境的现实管理能力

37. Scrambled Words • H-U-L-A-G • P-T-T-M-E • T-R-H-O-S • C-I-B-A-S • T-N-K-H-G-I • R-I-D-E-V • T-E-N-R-E

38. Emotional Intelligence • P. Salovery & JD Mayer(1990, 1993) • IQ less important than parent SES( SES, income) • Social ability is important in life. • Apply emotional experience to motivation • D. Goleman(1995) • P. Salovery & JD Mayer(1997) • 准确、适当地认知、评价和表达情绪 • 调整自己的情绪 • 利用情绪促进思维 • Mayer(1998) • Multifactor Emotional Intelligence Scale

39. 4 Heredity and Intelligence • 个体差异研究 • 种族/家族群体研究 • 纵向研究

40. 4.1 Individual Differences in IQ • Genetic and environmental variables • Longtitudinal study • Twin, family, and adoption studies: • Distinguish the impact of nature and nurture • Siblings, dizygotic twins, and parent-offspring pairs=.50 • Monozygotic twins=1.00 (genetically identical)

41. Some Results • 领养儿的智商与生身父母的关系更大 • 领养一段时间之后，被领养儿的智力能显著提高（>20） • 越早领养，环境的影响就越大。 • 环境因素：父母社会经济地位、学校等

42. 4.2 Group Differences: race • Arthur Jensen Hypothesis(1973) • Between one-half and three-fourths of the average IQ difference between American Negroes and whites is attributable to genetic factors. • Minnesota Adoption Study • Scarr & Weinberg(1976), Weinberg et al(1992) • Racial Ancestry Study • Scarr et al(1977): No relation

43. 4.3 Commentary: the science & politics of Intelligence • Emotional Issue • Milwaukee Project • Herrnstein & Murray(1994): The Bell Curve • Meritocracy能人统治 • Waste of resources • 50 leading professors drafted a document on intelligence • 客观测量、预测性最好、种族内得分分布广、环境

44. 遗传力 • H＝Vg/Vt =(Vt-Ve)/Vt Vt: DZ difference in IQ Ve: MZ difference in IQ 0.4-0.8

45. 5 The Extremes of Intelligence • Mental retardation • Causes of mental retardation • Treating mental retardation • Giftedness • Are gifted people maladjusted? • Personality, marriage, professional success • Creativity and Intelligence • No relationship • Creativity & Bipolar disorder(manic-depression)

46. 6 Some Concluding Thoughts • Social Intelligence • The ability to store, retrieve, and understand social information. • Intelligence is always embedded in a psychological context that includes motivation and emotion.=>Goals • EQ, Emotional Quotient