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Psychology of Intelligence

Psychology of Intelligence. Warwick in London Summer School 2019. Week 2 / Day 1 (22/7) Dr Liz Blagrove. Guess what? Some more Aims & Objectives. After today’s session, you will be able to: Describe the history of intelligence research and evaluate its implications

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Psychology of Intelligence

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  1. Psychology of Intelligence Warwick in London Summer School 2019 Week 2 / Day 1 (22/7) Dr Liz Blagrove

  2. Guess what? Some more Aims & Objectives • After today’s session, you will be able to: • Describe the history of intelligence research and evaluate its implications • Examine intercultural and lifespan concepts • Discuss implicit (non-expert) theories of intelligence & expert viewsx • Compare and contrast key intelligence theories

  3. Who’s the ‘Smartipants’…? • Who is the most intelligent person you know? • What makes you think they are intelligent? • List 5 traits / behaviours / achievements

  4. Individual Differences in Intelligence… • Galton (1869) • Measuring reaction times, vision, and hearing • Suggested intelligence is due to heredity of ‘superior’ qualities • Some measures still used in modern testing (i.e., RT measures)

  5. First steps in Intelligence Testing • Binet(1904) • French government initiative • SEN in primary age children • Binet-Simon scale (1905) • 30 items Increasing in difficulty… • Following a lighted match with one’s eyes • Naming parts of the body • Construct a sentence including target words • Repeat seven random digits • Find rhymes for difficult words

  6. First steps in Intelligence Testing • Allocation of a ‘mental age’ • Level of function (i.e., completion of test) at the right stage for their age • A bright 7 year old might be functioning at a mental age of 8 or 9 • Similar concept to ‘reading age’ (i.e., used in primary schools today)

  7. The idea of an ‘IQ’ • Stern (1912) - Intelligence Quotient • Stern’s definition (mental age / chronological age) x 100 • Child has a mental age of 8 • Is 8 years old • Calculation would be (8/8) x 100 = 100 • An IQ score of 100 indicates a child is performing at the expected age

  8. Working out the IQ Child 1: Mental age = 10, actual age = 8 IQ = 10 / 8 * 100 = 125 Child 2: Mental age = 6, actual age = 7 IQ = 6 / 7 * 100 = 85.7

  9. Testing Benefits of the IQ… Children of different ages could be compared and assessed on the same scale Applied to the Stanford-Binet scale (Terman) Comparison for all other intelligence tests!

  10. Intelligence in Context…

  11. What is intelligence? According to the general public… • Sternberg et al. (1981) • 3 ‘everyday’dimensions of intelligence • Practical problem solving Analyzing situations logically and making the right decisions to solve problems • Verbal ability Expressing oneself clearly and confidently, good comprehension • Social competence The skills necessary to be accepted and fulfilled socially

  12. Different Studies – Different Dimensions • Sternberg (1985) • Practical problem-solving ability • Verbal ability • Intellectual balance and integration seeing similarities, making connections • Goal orientation and attainment • Contextual intelligence learns from experience, understands environment • Fluid thought ability to think quickly

  13. Intelligence to the Expert • No consensus as to the definition, meaning and measurement of intelligence…? • Jensen (1998) – 38 experts, 38 definitions! • But Sternberg (2000) found some common themes: • adaptation to the environment • basic mental processes • higher order thinking (reasoning, problem solving, decision making)

  14. Intelligence to the Expert Arts Knowledge Ability to use knowledge To weight up possible alternatives To see analogies Business Ability to think logically To focus on essential aspects of a problem To follow others’ arguments Ideal Intelligent Person Philosophy Critical and logical abilities Ability to follow complex arguments To find errors in arguments and generate new arguments Physics Precise mathematical thinking Ability to relate physical phenomena to the concepts of physics To grasp the laws of nature quickly Area of expertise also affects definitions (Sternberg, 1985) Adapted from Maltby et al. (2013)

  15. Intelligence across Culture • Conceptions of intelligence change depending on culture/geography… • In Western culture, speed of mental processing is associated with high intelligence • Rapid problem-solving • Quick verbalization of solutions • Social acceptance

  16. Intelligence across Culture • In Eastern cultures, those with higher intelligence are thought to be fully aware of themselves in the wider context of society, history and spirituality • Problem solving • Consideration of family & friends, • Knowledge of history & spiritual needs

  17. Intelligence across Culture • Taiwanese Chinese people asked to define intelligence (Yang and Sternberg, 1997) • General cognitive factor of intelligence - practical problem solving, fast learning, etc. • Interpersonal intelligence – relating well to others, showing understanding and empathy • Intrapersonal intelligence – good knowledge of self • Intellectual self assertion – confidence in intellect • Intellectual self effacement – modesty about intellect

  18. Intelligence across the Lifespan

  19. Intelligence across the Lifespan • Age group differences (Yussen & Kane, 1985) • All children (11 – 16) • Knowledge is central to intelligence • Younger children • intelligence as a one-dimensional construct • intelligence was inborn • Older children • academic intelligence, social intelligence, and physical intelligence • influence of nature and nurture

  20. Intelligence across the Lifespan 2 years verbal ability, ability to learn, awareness, coordination, curiosity 6 months recognition, coordination, awareness, verbalisation 10 years old problem solving, verbal ability, reasoning, learning, creativity • adult • problem solving, verbal ability, reasoning, learning, creativity ‘Ideal intelligent person’ at different ages (Siegler & Richards, 1982)

  21. Intelligence across the Lifespan • 5 – 11 year olds popularity, friendliness, respect for rules, interest in environment • 11 - 18 year olds • energy, verbal fluency • 18+ • logical thinking, broad knowledge, ability to reason and manage situations effectively • Teachers’ definition of an ‘intelligent’ person varied for different age groups (Fry, 1984)

  22. Remember this…? • Who is the most intelligent person you know? • What makes you think they are intelligent • List 5 traits / behaviours / achievements • Does your list reflect your cultural/ age/subjective bias?

  23. Current Theories…

  24. Current Theories of Intelligence: A summary of what we’re covering… • General intelligence – Spearman’s g • Multifactor and Hierarchical theories • Thurstone – primary mental abilities • Cattell – crystallized (gc) and fluid (gf) • Cattell-Horn-Carroll theory • Completing the jigsaw… • Multiple intelligences; emotional intelligence

  25. General intelligence (g) • Spearman (1904) tested children on • ‘intelligence’ tests (memory, light, weight, sound) • ‘intellectual’ tests (vocabulary, maths, spatial abilities) • Children who did well on one test,tended to do well on all the other tests(i.e., positive correlation between scores on different tests)

  26. General intelligence (g) • Spearman’s theory of intelligence (1904): s s g s s s s ‘Specific abilities’ or ‘s’ • different types of intelligence measured by Spearman • vocabulary intelligence, mathematical intelligence, etc. ‘General intelligence’ or ‘g’ • deeper, fundamental aspect of intelligence that results in positive correlations between tests

  27. Thurstone’sMultiple Factors First to suggest intelligence was composed of multiple factors ‘g’ is the result of, rather than the underlying mechanism behind, 7 primary mental abilities (~1938)

  28. Thurstone’s 7 Primary Mental Abilities Associative memory – rote learning Number– carry out mathematical operations Perceptual speed – perceive details of visual stimuli Reasoning– inductive and deductive reasoning Space– transform spatial figures mentally Verbal comprehension – reading, comprehension, verbal analogies Word fluency – generate and use words and letters

  29. Crystallised & Fluid Intelligence • Cattell accepted Spearman’s notion of ‘g’ • BUT, two related but distinct components (~1966) • Crystallised intelligence (Gc) • acquired knowledge and skills • vocabulary, comprehension, factual knowledge, etc. • Fluid intelligence (Gf) • reasoning ability, problem solving, patterns, • analogies, understanding new information

  30. Crystallised& Fluid Intelligence • Dynamic relationship between the two components. • Gc increases throughout our lives • Gf is present from birth and stabilizes in adulthood • For example, a mathematician may do his best work early in life as it relies on Gf, whereas a writer may do better work later in life due to life experience (Gc)

  31. Horn & Additional ‘g’ Abilities

  32. Carroll’s Three-stratum Model (1993) • Hierarchical model • Factor analysis of 461 datasets(between 1927 and 1987) • Proposed 3 levels in the hierarchy • Stratum I: 69 different cognitive abilities • Stratum II: 8 broad factors arising from abilities • Stratum III: general intelligence (g)

  33. Cattell-Horn-Carroll (CHC) Theory • Cattell (1960s) • Crystallised & fluid intelligence (Gc & Gf) • Cattell-Horn (1980s) • 9 broad ‘g’ abilities • Carroll (1990s) • Three-stratum hierarchical model • Combined to develop the Cattell-Horn-Carroll (CHC) theory of cognitive abilities (1999) • Influential in the development of IQ tests • Dynamic theory

  34. Cattell-Horn-Carroll (CHC) Theory From: https://assessingpsyche.wordpress.com/

  35. What do you think…? • So far we have been discussing theories of intelligence based on factor analysis / ‘g’ and cognitive abilities • Think about lay theories of intelligence – what do you think is missing?

  36. Gardner’s Multiple intelligences Focus on educational theory and practice Traditional intelligence testing does not translate easily into the classroom Western education systems tailor teaching to logical-mathematical & linguistic intelligences Less focus on interpersonal intelligence…

  37. Gardner’s Multiple intelligences • Identified 7 intelligences (Gardner, 1983) • ‘Conventional’ intelligences: • linguistic • logical-mathematical • spatial • Other types of intelligence: • musical • bodily kinaesthetic (using the body) • interpersonal (relating to others) • intrapersonal (understanding oneself)

  38. Gardner’s Multiple Intelligences • ... plus an extra two (Gardner, 1998; Gardner et al., 1996) • Naturalist (ability to interact with nature, maybe good at biology or meteorology) • Existentialist (ability to understand one’s surroundings and place in the grand scheme of things)

  39. Emotional Intelligence (EI) • Ability to understand our own emotions and the emotions of others • Ability to use emotional information to guide thinking and behaviour • Three key theories: • Four-branch model of EI(Salovey & Mayer, 1990) • Goleman’s (1995) theory of EI • Emotional-social intelligence model (Bar-On, 1997; 2005)

  40. Four-branch Model of EI(Salovey & Mayer, 1990) Sophistication Perceiving – recognising emotions Facilitating – using emotions to make judgements & prioritise Understanding –emotions and how they are linked Managing – detached evaluation, emotional regulation

  41. Goleman’s Theory of Emotional Intelligence • Builds on Salovey and Mayer’s model • Emotional intelligence is about learning to control our basic emotional responses (e.g., fight or flight) • ‘Mixed’ model of emotional intelligence • ideas of emotional intelligence (emotional awareness) • personality and behaviour traits (conscientiousness, adaptability, trustworthiness)

  42. Goleman’s Theory of Emotional Intelligence • Four emotional competencies (Goleman, 2001; Goleman et al., 2002) • Self-awareness (identify own emotional states) • Self-management (manage own emotions) • Social awareness (assess and influence others’ emotions) • Social skills / management (sustain good interpersonal r’ships) • Based on 25 abilities!

  43. Goleman’s Theory of Emotional Intelligence

  44. Reading • Required Reading: • Intelligence section of Chapter 8 (p 338-355) • To be completed by (please): Thursday 25/7There are some interesting ideas in the rest of Chapter 8 (about thought & language), if you want to read about these things. But you don’t have to do this!

  45. Additional Reading • Deary, I. J. (2001). Intelligence: A very short introduction. OUP Oxford.) • Gardner, H. (2006). Multiple intelligences: New horizons. Basic books. • Goleman, D. (2006). Emotional intelligence. Bantam. • Goleman, D. (2007). Social intelligence. Random House.

  46. Any Questions…

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