Chapter 12 Pages 377-416

1. I N T E L L I G E N C E Chapter 12 Pages 377-416

2. Intelligence!!! • What is intelligence? • What does it mean to be intelligent? • How do you know if you are intelligent? • Can we test for intelligence? How accurate are these tests? • Is there only one type of intelligence? • Is intelligence due to genetics or environment? What do you think???

3. Concept of Intelligence • Everybody has a different definition of Intelligence and what it means. • What is Intelligent behaviour? • Is Intelligence the same as being clever? • There are many different ways of defining Intelligence.

4. Intelligence • Different people define intelligence differently • The term intelligence is used to refer to mental abilities such as thinking, reasoning, problem solving and adapting effectively to ones environment. Have a look at the different definitions on page 379. Which one do you agree with and why?

5. Intelligence • FOUR Features required in a definition of intelligence; • Ability to learn from experience • Obtain knowledge • Solve problems • Adapt to the environment • Intelligence is also culturally linked. This means that intelligence in one culture may not be perceived as intelligent in another.

6. Why is there a lack of agreement of what intelligence is?? • It cannot be directly observed..

7. Does brain weight influence intelligence? • Galton and Broca believed that intelligence was due to brain size. • Have a look at the table on page 381 comparing brain size. • Recent analysis has failed to support the theory that a bigger brain means you are more intelligent.

8. In order to understand intelligence we need to look at intelligence tests and theories. • We will look at intelligence tests first because historically they came before the theories

9. Binet-Simon Intelligence Scale • Alfred Binet (1857-1911) developed the first every standardised intelligence test. • In 1904 he was asked to develop tests for children that could separate normal intelligence from those who need help. • Binet believed that intelligence was a range of mental abilities (abilities and talents relating to the brain such as imagination, intelligence and judgment) • His tests assessed these cognitive function. • His tests were • Easy to use • Free from special equipment • Able to distinguish between normal and abnormal. • Originally done only on children • Alfred Binet teamed up with Theodore Simon and they developed their first intelligence test (Binet-Simon intelligence scale 1905

10. Binet-Simon Intelligence Scale • Their intelligence scale had 30 items covering a range of different questions. Page 383 for examples. • The 1905 scale wasn’t able to produce the results in a single score. The test was then modified in 1908 and adapted so items were arranged according to age level. • Binet-Simon scale was able to produce the results in a single score which was called mental age. • Stern and Therman used the “mental age” concept and came up with the concept of Intelligence Quotient (a score used to measure one or more forms on intelligence) • Intelligence Quotient (IQ): this was calculated by dividing the mental age (MA) by the actual age (CA) and multiplying by 100 IQ=(MA/CA)x100

11. Stanford-Binet Intelligence Scale • Apart from incorporating the IQ in the Binet-Simon intelligence scale Therman also refined the original test and created the Stanford-Binet Intelligence Scale in 1916. • He made it more suitable for Americans • Extended the test so it could be used on adults. • Look at page 386 for example questions...

12. Wechsler’s Intelligence Scale. • Developed by David Wechsler • Wanted to look at adult intelligence • Invented a new approach to obtaining an IQ which rests on the assumption that IQ remains constant over age. • Wechsler introduced the Deviation Quotient (DQ) • DQ: based on a persons relative standing in their age group- how far above or below the average that person falls. Usually linked to normal distribution. • E.g.: if a person falls above the average then they receive a score above 100, if they fall below their score will be below 100.

13. Wechsler Tests.... • The Wechsler tests look at both • verbal IQ (intelligence assessed by tests that rely upon ability with verbal materials) • Performance IQ (intelligence assessed by tests that rely upon ability with non verbal materials) • Full-scale IQ (combination of verbal and performance IQ’s to provide an overall score)

14. Wechsler Tests.... • The WAIS- Wechsler Adult Intelligence Scale: adults over the age of 16. • The WISC- Wechsler Intelligence Scale for Children: for children between the ages of 5-15. • The Wppsi- Wechsler Primary and Preschool Scale of Intelligence: for children between the ages of 2-7. • Page 389-390 for example questions..

16. IQ distribution- Bell shaped curve • IQ scores from the Wechsler scales have a; • Normal distribution (a bell shaped frequency distribution curve. Scores are arranged symmetrically so that the vast majority fall in the middle range, with fewer scored near the two extremes of the curve)

17. IQ Distribution • The mean (average) is set at 100 with a standard deviation (SD) of 15. • 68% of scores fall within 1 SD of the mean. • 95% fall within 2 SD’s of the mean • 97% are between 3 SD’s • Page 391, figure 12.8

18. Strengths and weaknesses of scientific methodologies used to measure intelligence.

19. Theories of Intelligence

21. Cattell-Horn-Carroll Theory (CHC) • One of the best of the psychometric theories: area of psychology that looks at the development of tests to assess individual ability like intelligence. • Using the work of Spearman ( Spearman’s G, pg393) Cattell proposed that the single general factor (cognitive ability seen as the basis of intelligence ) should be divided into two categories • Fluid intelligence (range of different intellectual abilities such as memory, reasoning, helps us solve problems) • Crystallised intelligence (specific information and skills obtained through education) This was then revised by Horn and Carroll to create the CHC theory.

22. CHC Three Stratum model • Three levels make up intelligence Stratum III: highest level. Single general factor (Spearman’s G) governs all cognitive activities Stratum II: underneath Stratum III. Includes 8 established abilities (memory, learning, perception, auditory, crystallised and fluid intelligence etc) these are the characteristics in people which influence our behaviours. Stratum I: distinct abilities (reaction time, visual memory, speech sound discrimination) Page 395 for picture.....

23. CHC Evaluation • Most influential current theory of intelligence • The list of narrow abilities in stratum I are continually being revised and updated. • Number and type of factors in stratum II are questionable

24. Sternberg’s Triarchic Theory • Believed previous views of intelligence overemphasised school intelligence at the expense of other types. • Looks at different types of intelligence required to put plans into action in every day life rather then just stressing school success. • Came up with the Triarchic Theory of Human Intelligence: a theory which states that there are three ways of processing information • Analytical • Creative • practical

26. Sternberg’s Three Intelligences • Analytical: becoming aware of and analysing all the information within the subject matter, “school smart”. There are three informational processing components central to analytical thinking • Metacomponents: higher order functions that direct our thinking. • Performance components: mental processes used to solve problems • Knowledge-acquisition components: processes used when we learn facts

27. Sternberg’s Three Intelligences 2. Creative: ability to deal with novel situations and use problem solving skills. • Relate new things to old ideas. • Complete intelligence: demanded in team building games, used when making art.

28. Sternberg’s Three Intelligences 3. Practical: Using thinking skills that help a person adjust to and cope with his/her environment. A person with strong practical skills can easily adapt to new environments. More street smarts

29. Sternberg’s Successful Intelligence • Sternberg's approach has evolved into the theory of successful intelligence. • This is the ability to achieve success in life in terms of one’s own personal standards.

30. Evaluating Sternberg’s Triarchic theory of Intelligence

31. Gardner’s Multiple Intelligence Theory • Howard Gardner argued that the definition of intelligence needed to be broadened to include a whole range of other abilities. • Believed there were 9 different kinds of intelligences. • Everyone has unique strengths and weaknesses. • Gardner wanted these different types of intelligences included due to 4 criteria focused on the brain-behaviour relationship http://www.youtube.com/watch?v=RmW_3ZhQZpc&feature=related MI song 4min

32. Criteria 1: the existence of exceptional individuals. People with extraordinary intelligence in certain areas. • Criteria 2:potential isolation by brain damage. Brain injury may destroy one type of intelligence but leave others unaffected. • Criteria 3: distinctive developmental history. One intelligence may develop more quickly then others. • Criteria 4: experimental psychology. Different intelligences tend to emerge in laboratory settings. From this criteria Gardner came up with 9 types of intelligences. Pg 404

34. Evaluating Gardner’s Model.

35. Salovey and Mayer’s Ability-Based model of Emotional Intelligence (EI) • Emotional intelligence: ability to perceive and express emotion, understand and reason with emotion and regulate emotion in oneself and in others. The ability to monitor yours and other peoples feelings and emotions to guide your behaviours.

36. THE ABILITIES OF EMOTIONAL INTELLIGENCE

37. Testing Emotional Intelligence • Emotional intelligence Test • Trait meta mood scale Both ask questions about your emotions. It has been reported that people with high EI are perceived more positively and EI is correlated with better family and intimate relationships. High EI is linked to better social relationships at work and overall better psychological well being. EI is also linked to leadership.

38. Evaluating EI Weaknesses of EI: 1) EI is not clearly defined 2) EI is not recognisable as a form of intelligence 3) Ability based measures examine knowledge and not real ability 4) Concerns over the predictive power of EI

39. Comparisons between theories... Measurement Perspective: Binet and Wechsler Psychometric Approach: CHC Theory Wider multi-intelligence approach: Sternberg and Gardner

40. Factors that Influence Intelligence

42. Genetic (nature) vs. Environment (nurture)

43. Twin Studies • Look at the IQ score of twins brought up together and separate to determine if it is the environment or genes that influence intelligence. • Looked at identical and non identical twins. • Results suggest that intelligence is largely inherited. • Figure 12.22 pg 412.

44. Adoption studies. • Adoption studies suggest that intelligence is only about 50% inherited. • Based on group no individual data • Not representative of the population (only white middle class participants)

45. Environmental Influence • Strong evidence to support the influence of environmental factors and experience. • Demonstrated in adoption studies • If adopted children resemble their foster parents IQ this would support the environment hypothesis. • Any group reared together have a high IQ then when reared apart. E.g. Adoptive siblings reared together.

46. Interaction between Heredity and Environment. • Both inheritance and environment play a major part in intelligence. • Genetics set certain limits on one’s IQ and environmental factors determine where the individual falls within those limits. • Reaction Range: genetically determined IQ limits. Flynn Effect: our IQ is increasing 3 point every 10 yrs since the 1930’s. This supports the impact that environment has in intelligence.

47. Talking Parrot • http://www.youtube.com/watch?v=O_Fpad20Zbk

48. Homework • Activates • 12.6 • 12.8 • 12.10 • 12.12 • 12.14