1 / 32

Intelligence

Intelligence. What is Intelligence? . Our definition: Contributes to society Invents things Have expert knowledge in their field Success Hard work Natural ability- genetics. What is Intelligence?. No agreed upon definition by psychologists

romney
Download Presentation

Intelligence

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Intelligence

  2. What is Intelligence? • Our definition: • Contributes to society • Invents things • Have expert knowledge in their field • Success • Hard work • Natural ability- genetics

  3. What is Intelligence? • No agreed upon definition by psychologists • Why? Because intelligence can not be directly observed. • Psychologists rely on the observation of behaviours believed to be intelligent • A broad definition of intelligence states that intelligence is a term that refers to mental abilities such as thinking, reasoning, problem-solving and adapting effectively to one’s environment

  4. What is Intelligence? • “The application of cognitive skills and knowledge to solve problems and obtain ends that are valued by an individual or culture while being able to adapt to and perform better in the environment” (Gregory, 2008)

  5. What is Intelligence? • Is it fair to focus a definition of intelligence on cognitive skills alone though? Does emotion play a role in intelligence? • So if we cannot define intelligence how do we know it exists? • It is generally accepted that intelligence is a thing that some people have and others do not. It is also generally accepted that intelligence does involve cognitive abilities (reasoning, learning, memory, problem solving).

  6. Intelligence: 4 major features • The ability to learn from experience • The ability to obtain new knowledge • The ability to solve problems • The ability to adapt to the environment. • Hopefully by now you have a clearer idea of what intelligence is. Would you change your order of famous people based on this knowledge?

  7. Alfred Binet • Developed the first intelligence test with Ted Simon in the early 1900’s • The purpose of the test was to identify children who struggled at school and therefore needed special assistance. • Binet developed his test under the assumption that intelligence was a general ability associated with memory, reasoning, vocabulary, attention and perceptual judgement

  8. David Wechsler • Wechsler was not happy with the way traditional definitions and tests of intelligence relied heavily on schooling • He believed intelligence was the “global and aggregate capacity to act purposefully, to think rationally, and to deal effectively with the environment” • He categorised abilities relevant to intelligence into two types: verbal abilities (which relied on language)and performance abilities (which relied less on verbal abilities) • These two categories are featured in Wechsler’s intelligence tests

  9. Wechsler • Suggested 4 conditions which should be present for a behaviour to be described as intelligent: • Awareness – intelligent behaviour is conscious, controlled and intentional. You are aware of what you are doing and why you are doing it (NOT A REFLEX!) • Goal directed – intelligent behaviour has a purpose. Performed directly to achieve a particular goal. • Rational – intelligent behaviour is consistent and appropriate for accomplishing a particular goal. • Worthwhile – intelligent behaviour is valued by others. It is constructive & useful

  10. Wechsler • Believed that definitions of intelligence reflected whatever an individual, group, or the whole society at a given moment views as worthwhile, valuable and meaningful. • Currently Australia…values literacy (reading & writing), numeracy (maths) and a talent for science and computers. • If you’re capable in these areas, it is likely that you will be seen as intelligent.

  11. Intelligence Tests • Intelligence tests were developed before the theories of intelligence • So are they actually measuring modern definitions of intelligence? • Are they catering to cultural differences? It is well accepted that what is considered intelligent in one culture may not be considered intelligent in another.

  12. Measuring Intelligence

  13. Binet-Simon Intelligence Scale • The first standardised intelligence test • Developed in Paris by Alfred Binet and Ted Simon in 1905 • Binet recognised that psychologists attempts to measure intelligence as a physical entity were inadequate (brain size, reactivity, etc) • He developed the test for children (ages 3 – 11) to help identify normal children from those requiring special help with schooling • He believed intelligence was expressed as mental abilities and the items on his test asked children to name object, copy shapes, count , memorise things and recall common knowledge.

  14. Binet-Simon Intelligence Scale • After a revision in 1908 the Binet-Simon intelligence scale became popular and widely used. It formed the basis of many of today's popular intelligence tests. • The revision included an outline of what a child at a certain age should be able to answer. This lead to the idea of a mental age. If a seven year old could only answer the questions equivalent to a 5 year old their mental age would be 5 and they were behind in their mental development.

  15. Binet-Simon Intelligence Scale • Unfortunately those who scored poorly were labelled as idiots (lowest scores), imbeciles, and morons (highest of the low scores).

  16. The Stanford-Binet Intelligence Scale • Developed in 1916 by Lewis Terman at Stanford University based on the work of Binet • Provides participants with an IQ score and not just their mental age • Applicable to adults • Specifically designed for the US • Modifications of the original still in extensive use today. • Has since been revised 5 times. The most current version is the SB5 (2003).

  17. Wechsler’s Intelligence Scale • Most widely used today • Developed by David Wechsler • Some items similar to the Stanford-Binet • Focuses, as Binet did, on cognitive abilities • Made his test more applicable to adults than Stanford-Binet • Participant will have three scores: verbal score, performance score and overall score (IQ) • Test has sub-scales that measure different abilities reflecting Wechsler’s belief that intelligence is complex

  18. Wechsler’s Intelligence Scale • WAIS (Wechsler Adult Intelligence Scale for 16 up), WISC (Wechsler Intelligence Scale for Children for 5 – 15 year olds), WPPSI (Wechsler Primary and Preschool Scale of Intelligence 2 – 7) • See pages 479 - 478 for the 4 subscales and examples of the questions asked. Summarise these on your sheet. • Introduced the deviation quotient (not dependent on age).

  19. Online Intelligence Tests • 10-15 minute test – Can only be completed once! http://www.intelligencetest.com/ • The detailed IQ test: Based on speed of responses. Only 12 minutes to respond!! http://www.testcafe.com/iqtest/ • http://www.free-iqtest.net/iq.asp

  20. Calculating IQ

  21. The Intelligence Quotient (IQ) • The Binet-Simon intelligence scale scored each participant as a single number- their mental age. • Stern and Terman (1900’s) developed the intelligence quotient : • Intelligence Quotient (IQ) = E.g. If you are 16 and you complete the test at the same level an 18 would, your IQ would be 18/16 x 100 = 112.5

  22. The Deviation Quotient (DQ) • Replaced the IQ (although when the term IQ is used today it mostly refers to a DQ) • A participant’s score is based on their performance relative to an average score. This average is usually 100. If you score above 100, you are above average. If you score below 100, you are below average. • There is however a standard deviation of 15. This means that scores from 85 – 115 are still considered in the average range. • Based on the assumption that intelligence is constant in adulthood.

  23. Bell Curve: The Normal Distribution

  24. Variation of IQ Scores

  25. DQ/IQ • How did you go with your online intelligence tests? They would have provided you with an IQ score (as a DQ). You do not need to tell anyone your scores. • Were your scores the same for all of the tests? • Did you tire if you did the tests all at the one time? • Were you distracted by your environment? • Did the tests ask different types of questions?

  26. DQ/IQ • It appears that the following factors will affect an IQ or DQ score, not just the “intelligence” of the participant • The type of test • The mood of the participant • The time of day • The external environment- distractions etc • Motivation

  27. Strength and Weaknesses of Intelligence Testing Advantages: • Stanford-Binet and Wechsler both rigorously tested and standardised (lots of people completed the test to calculate the median) • Both tests have been proven to be valid (actually test what they are designed to test) and reliable (when a person repeats the test, they obtain the same score). Psychometrics refers to intelligence testing that is scientifically based and thus valid and reliable.

  28. Strength and Weaknesses of Intelligence Testing Disadvantages: • It is easy to misinterpret the results- does a single number actually represent intelligence? Therefore scores are not reported on many occasions. • IQ scores have led to people being labelled • Tests are biased towards western cultures • Focus on intelligence testing has taken focus away from the concept of intelligence • Focus on cognitive abilities have meant that other possible contributors to intelligence have been overlooked

  29. Influences on Intelligence

  30. Culture • Traditional intelligence tests are biased towards western cultures; that is when taken by a person of another culture, they will score lower. • Culturally fair tests have been developed that do not discriminate against those of other cultures. These tests are less dependent on language, include practice questions and can be administer by a person of the same background. • View and discuss the culturally fair questions on page 489 and complete the Koori Intelligence Test on page 491. How did you go?

  31. Genetics • It appears that genetics sets the upper and lower limits of intelligence with the environment determining if these limits will be reached • Identical twins reared together score very similar on IQ tests. Still very similar but to a lesser extent are identical twins reared apart.

  32. The Environment • As mentioned, it appears that the environment determines whether a child will reach their full intellectual potential. • Education increases intellectual development and IQ scores; generally the longer a child remains in school, the higher the IQ score • Parenting style, nutrition and healthcare as well as exposure to computers and technology also appear to influence intelligence.

More Related