INTELLIGENCE

1. INTELLIGENCE INTELLIGENCE ● ● Arranged by Dr. Gordon Vessels 2005

2. Francis Galton • Francis Galton studied many family histories and concluded that success and brilliance were passed from one generation to the next. • He discounted the advantages of good schooling and social-class, and proposed instead that eminence was genetically determined. • He believed like many that the mind was built from elementary sensations. He sought to show that superior intelligence was reflected by superior sensory functioning. He failed in this effort and eventually concluded that there is no detectable difference between the sensory acuity of very intelligent people and others. • He published his findings in his 1869 book entitled Hereditary Genius. Galtonis credited with inventing the phrase, nature versus nurture. • Although Galton’s tests for intelligence were neither valid nor effective, he caused an interest in intelligence testing that set the table for future psychologists to make important breakthroughs. Unfortunately, it also fueled racism in the 1800s. Paraphrased version of information found in a PPT slide at http://maverick.sdstate.edu/users/shaffert/Cognitive%20Psychology/Psychology%20306-Human%20&%20Artifical%20Intelligence.ppt#4. Dr. Vessels the arranger of this slide was unable to find the full name of the author of the PPT show identified.

3. Click here to go to Dr. Smith’s super website Intelligence can be defined as a combination of mental competencies and potentialities that includes the ability to (a) learn from experience and to (b) apply this knowledge, (c) formulate new understandings, and (d) construct solutions to novel problems encountered in new and challenging situations (Vessels, 2004). Sixty-eight percent of people score within fifteen points above or below 100 on all standardized, norm referenced IQ tests Ninety-six percent of all people fall within 30 points of 100 Arranged by Dr. Gordon Vessels 2005

4. Alan Kaufman WISC-R, WISC-III, K-ABC, KABC-II Charles Spearman G Factor & specific abilities in intelligence E.L. Thorndike CAVD IQ Test; Abstract, Mechanical, Social Robert Thorndike Cognitive Abilities Test Stanford-Binet Alfred BinetBinet-Simon Intelligence Scale Link to Dr. Jesse Smith’s website on Intelligence Link to Learning Curve website information about intelligence theories Practical Assessment, Research & Evaluation Journal (article Current issues Intelligence . . . Link to map of intelligence theorists and test developers over decades MAJOR FIGURES IN INTELLIGENCE THEORY & INTELLIGENCE TESTING Link to description of basic multiple intelligence theory Link to multiple intelligence theory in historical context Link to website to assess your own intelligence Link to a wild website with all kinds of challenging tests Francis Galton James M. Cattell Psychological Corporation Mental Tests and Measurements David Wechsler WISC, WISC-R, WISC-III, WISC-IV Robert Sternberg Sternberg Triarchic Abilities Test Howard Gardner Multiple Intelligences Theorist Lewis Terman Stanford-Binet Intelligence Scale Arranged by Dr. Gordon Vessels 2005

5. Click here to go to the same chart on an IU website that will carry you to more information via links. HISTORY OF INFLUENCES IN THE DEVELOPMENT OF INTELLIGENCE THEORY AND INTELLIGENCE TESTING For further information please contact Dr. Jonathan Plucker (jplucker@indiana.edu), Project Director and Associate Professor of Educational Psychology and Cognitive Science, at Indiana University. This map is used here with the written permission of Dr. Plucker and was retrieved from http://www.indiana.edu/~intell/map.shtml

6. Philosophy Physiology Idealism (Reason/Emotion) 1632-1704 Psychophysical Parallelism 1789 1857 Descartes 1596 1650 1711 1776 Hume 1758 1828 Comte 1712-1778 Rousseau John Locke Spinoza Mechanistic View Man; Rationalism Principle of Heredity 1822 -1884 Evolutionary Biology Empiricism 1632-1677 Gall Fechner 1 Kant Marx Materialism 1745-1826 Darwin 1801-18 87 Free Will Cabanis, LaMittrie, Condillac Sensationalism Social Darwinism 1820 1903 G. Mendel 1809 -1882 Psycho- physics Idealism (Reason) P. Pinel Bell, Muller Flourens (nerves) 1806-1873 Free Will H. Spencer 1724-1804 Eclectic treatment of the Insane J. S. Mill John S. Mill Renouvier Phrenology; Mind as an Adaptive Function Nerve Impulse Speed 1806 -1873 Modern Foundations Man explained by examining sensation 1824 -1880 Libertiy Untilitarianism Empiricism Associationism Helmholtz 1825-1893 Pragmatism Broca 1821-1894 Energy Conservation 1822 -1911 J. Charcot C. Pierce Neuropsychology Surgeon; Aphasia Broca’s Area Functionalism Structuralism Francis Galton Neurologist 1839 -1914 Cognition Memory Experimental Psychology 2 1850-1909 William James Wilhelm Wundt Heredity; Correlation; Anthropo- metric Lab; Eugenics 1856-1939 Ebbinghaus Physician Click Here 1850-1909 S. Freud 1842 1910 Click Here 1832 -1920 Cognition; Memory; Experimental Psychology Ebbinghaus 1847 1931 Psycho- physical Anthropo- metric Lab The Great Schools G.S. Hall Dewey 1857-1936 Sociology A. Adler 1860 1944 1844 1924 1859 1952 J.M. Cattell Pearson E. Durkheim Edison 1857-1911 1858-1917 A. Binet 1866 1957 1874-1949 1867 1927 Titchener Gestalt Psych: Wertheimer, Koffka, Kohler McDougall 3 Goddard E.L. Thorndike SBIS 1871 - 1938 1877 1956 Zone of Proximal Development; Mediated Learning SBIS CAVD H.L. Holling-sworth L. Terman Intelligence Hereditary Simon SBIS 1878-1958 C. Spearman L. Stern The Great Schools Influence 1886 -1939 1885-1913 Jung Burt 1873 1961 1870 – 1937 Leta S. Hollings-worth 1863-1945 Vygotsky Goodenough 1880-1957 Schema; Memory 1883 1901 18961934 F. Bartlett 1886-1959 J. Watson 1896-1980 1870 1955 1913-1997 1902-1977 1902-1994 1886 1969 J. Piaget Inhelder L. L. Thurstone M. Bentley Cortical Spec. LNNB A. Luria Erikson Neuropsychologist Accommodation Assimilation Adaptation 1896-1981 1887-1955 Structure of Intellect K. Lashley 7 Factor Model 1897-1993 1897 1988 Wechsler R.L. Thorndike J. Guilford 1890-1958 1921 - Pres T.G. Thurstone WISC WISC-R K-ABC 4 1920 - Pres. Mediated Learning 1915 Pres 1904-1990 J. Bruner A. Kaufman G. Miller 1910-1990 CAT Skinner Feuerstein SBIS-IV 1900 1986 1915-2000 Vernon SBIS-IV R. Cattell 1920 Pres. G. Miller LPAD Kohlberg & Damon F. Taylor 1905-1987 Modern Explorations McNemar 1925-2000 1928 Pres. Chomsky Hard Science Intelligence (3 types: A,B,C) Hierarchical Model M. Hoffman & J. Kagan Information Processing Psychologists 1925-Present Fluid & Crystallized & Visual Reasoning 1916-Present 1906-1991 1905 1998 R.B. Cattell Eysenck J. Carroll A.Bandura E. Hunt 1916-1997 Hierarchical 3 Stratum: G, 8 generalized, many S Cognitive and Psychometric Blend John Horn Mediated Learning PASS+S A. Jensen S. Kline 5 C. Lidz A. Kaufman Intelligence 80% Hereditary M. Jensen ACFS 8 intelligences: linguistic, mathematical, spatial, naturalist, intrapersonal, musical interpersonal, kinesthetic CAS CAS DAS WJ-III KABC-II Dynamic Assessment Differential Abilities Scale 1923 – pres. C. Elliot R. Woodcock J.P. Das J. Naglieri STAT R. Sternberg H. Gardner RIAS J. McClelland Current Efforts Triarchic: Analytic Practical Creative Based on Horn-Cattell Fluid & Crystallized + processing tests PASS: Planning, Attention, Simultaneous, Successive 1948 - present C. Shearer MIDAS Reynolds 1985 - Present 1983 - present PDP Parallel Distributed Processing Multiple Intelligences Theories Dev. Assessment Scale Multiple Intelligences Multiple Intelligences = student or assistant of= influenced by. Some info drawn from a map created by J. Plucker in 1979; new design created by Vessels in 2004. Historical Origins of Psychology, Intelligence Theory, Cognitive Psychology, and Intelligence Testing

7. Howard Gardner’s Eight Intelligences Arranged by Dr. Gordon Vessels 2005

8. Gardner’s Multiple Intelligences Model Gardner’s (1999, p. 20) criteria for acceptance as a distinct form of intelligence: • Potential localization in the brain via brain damage cases; • Existence of individuals who display the form of intelligence to an exceptional degree; • An identifiable set of core operations such as the detection of relationships among musical tones; • A regular developmental progression by way of experience beginning with novice and resulting in mastery; • An evolutionary history wherein increases in intelligence can be associated with better adaptation to the natural environment; • Supportive evidence from psychometric tests showing intelligence systems or clusters of abilities (e.g. visual spatial vs. verbal skills); • Supportive evidence from cognitive psychology showing cross-task performance strengths or information processing strengths (e.g. mental rotation, recall of visual spatial images); • Possible or actual encoding in a symbol system (e.g. linguistics, math, dance, athletics, music). Gardner, H. (1999).  Disciplined Minds: What all students should understand.  New York: Simon and Schuster. Paraphrased and arranged by Dr. Gordon Vessels 2005

9. Theories of Multiple Intelligence: Sternberg’s Triarchic Model • Sternberg proposes that intelligence is comprised of three fundamental aspects: • Factors related to the “internal world” of the individual (e.g. executive processes, performance components as in sensory functioning, and problem solving or knowledge acquisition components); • Factors relating to the “external world” (e.g. how we adapt to the external world, how we shape our environment to suit our needs, how we select new environments); • Factors related to “experience” (e.g. difficult tasks may become easy with practice, so experience shapes intellectual functioning) Primary source for this slide: Sternberg, R.J. (1988). The triarchiic mind: A new theory of human intelligence. New York: Viking. Arranged by Dr. Gordon Vessels 2005

10. Robert Sternberg’s Triarchic Theory of Intelligence ANALYTIC Characteristic of people who have high IQs on traditional tests; includes the capacity to acquire and apply knowledge. CREATIVE PRACTICAL Shown by people who think divergently and flexibly and can consider a wide range of original solutions to problems. Displayed by people who can “size up” a real-world situation and then adapt effectively to demands and circumstances. Sources: Sternberg, Robert (1985). Beyond IQ, A triarchic theory of human intelligence. New York: Viking; Sternberg, R. J.  (1997).  The triarchic theory of intelligence.  In Dawn P. Flannagan, Judy, L. Genshaft, & Patti L. Harrison (Eds.). Contemporary Intellectual Assessment: Theories, tests, and issues (pp. 92-104) New York: Guilford Press.) Arranged by Dr. Gordon Vessels 2005

11. Sternberg’s model of intelligence consists of three parts: the contextual subtheory, the experiential subtheory, and the componential subtheory. Much of his research has been devoted to the componential subtheory. He has attempted to identify the cognitive processes that contribute to intelligence. He proposes that these processes fall into three categories: metacomponents, performance components, and knowledge-acquisition components. Practical Intelligence Triarchic Theory of Intelligence Types of Intelligence Analytical Intelligence Creative Intelligence Experiential Subtheory: Specifies how experiences affect intelligence and vice versa Meta- components: Control, monitor, and evaluate cognitive processing Triarchic Theory of intelligence Internal- Componential Subtheory: Specifies the internal cognitive processes that underlie all intelligence External-Contextual Subtheory: Specifies the behaviors thought intelligent in a particular culture Componential Subtheory Knowledge acquisition components: Encode, combine, and compare information Performance components: Execute strategies assembled by metacomponents Robert Sternberg Sources: Sternberg, Robert (1985). Beyond IQ, A triarchic theory of human intelligence. New York: Viking; Sternberg, R. J.  (1997).  The triarchic theory of intelligence.  In Dawn P. Flannagan, Judy, L. Genshaft, & Patti L. Harrison (Eds.). Contemporary Intellectual Assessment: Theories, tests, and issues (pp. 92-104) New York: Guilford Press. Slide arranged by G. Vessels.

12. Robert Sternberg’s Triarchic Theory of Human Intelligence Meta- components: control, monitor, and evaluate cognitive processing Contextual Subtheory: Specifies the behaviors thought intelligent in a particular culture. Knowledge acquisition components: encoding, combining, and comparing information Componential Subtheory: Specifies the cognitive processes that underlie all intelligent behavior. Experiential Subtheory: Specifies how experiences affect intelligence and vice versa. Performance components: Execute strategies assembled by meta- components Adapted by Dr. Gordon Vessels from a similar graphic in Beyond IQ: A Triarchic Theory of Human Intelligence, by Robert Sternberg, 1985.Cambridge University Press

13. Mental Ability, Cognitive, Intelligence Tests Used by Applied Psychologists Including School and Clinical Psychologists Primary sources: (1) Carolyn K’s website called Hoagies Gifted Education Page: An Inventory of Tests. Retrieved at http://www.hoagiesgifted.org/tests.htm; (2) Machek, Greg (2003). Individually administered intelligence tests, a webpage accessed at http://www.indiana.edu/~intell/intelligenceTests.shtml#characs This is a page on the website at Indiana University created and maintained by Dr. Jonathan Plucker and which covers in-depth key contributors to intelligence testing and theory.

14. Charles Spearman’s “g” In his analysis of the structure of intellect, Charles Spearman found that specific mental talents (S1, S2, S3, etc.) were highly Inter-correlated. He concluded that all cognitive abilities share a common “core,” which he labeled “g” for general mental ability. S2 S1 S3 S4 “g” Arranged by Dr. Gordon Vessels 2005

15. Guilford’s Structure of Intellect Memory Visual Cognition Auditory CONTENTS Evaluation Divergent Production OPERATIONS Convergent Production Symbolic Semantic OPERATIONS Behavioral Cognition Evaluation Divergent Production Evaluation Auditory Visual Convergent Production Transformations PRODUCTS Visual PRODUCTS Implications Symbolic Semantic Visual PRODUCTS Relations Behavioral Transformations Visual Systems Implications CONTENTS Visual Classes Relations In contrast to Spearman, Guilford concluded that intelligence is made up of numerous abilities. According to his analysis, people have as many as 150 distinct mental abilities that can be described in terms of operations, contents, and products. Visual Systems Units Auditory Units Units Symbolic Units Classes Semantic Units Behavioral Arranged by Dr. Gordon Vessels 2005

16. Guilford’s Structure of Intellect Click title to learn more.