The Concept of Intelligence: From Reification to Assessment

1. Intelligence Intelligence is the mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations Reification is a reasoning error of viewing abstract, immaterial concept as if it were a concrete thing. To reify is to invent a concept, give it a name, and then convince ourselves that such a thing objectively exists in the world. How did humans reify the concept of intelligence?

2. Intelligence (continued) General Intelligence (g) is a factor developed by Charles Spearman defined as a general intelligence factor that underlies specific mental abilities and is therefore measured by every task on an intelligence test.

3. Intelligence (continued) Gardner’s Main point • Believed that people have multiple intelligences • General intelligence tests doesn’t give much detail in a persons performance • Having a test on general performance at a young age, leads us to do worse on the same test (at a older age. Sternberg’s main point • Opposes the IQ test because he believes that don’t fully show the measurement of intelligence. • Has a triarchic theory of intelligence. They are split up into componential, practical, and experiential sub theories.

4. Emotional Intelligence By: Amelia and Danielle P3

5. Definition • The ability to perceive, express, understand and regulate emotions

6. The 4 Components • Perceiving- recognize emotion in faces, music and stories • Understanding- predict emotions and how they change and blend • Managing- express emotions in varied situations • Using- emotions to enable adaptive and creative thinking

7. Criticisms • Critics of the idea of emotional intelligence question whether we stretch the idea of intelligence too far when we apply it to emotions

8. Creativity: The ability to produce the ability ideas that are both novel and valuable ideas. JesusJesus Jesus and Meybelyn

9. 5 Component Association • Expertise - is well developed base of knowledge , chance favors only prepared by the mind the more ideas image and phase we have available combine knowledge. The more phrases, ideas and images we have available, the more chances we have to combine these things into novel thoughts. • Imaginative Thinking Skills - provides the ability to see things in Novel ways to recognize patterns and make connections. • Venturesome Personalty- tolerates ambiguity and risk. Preserves in overcoming obstacles. Seek new experiences rather than following the pack. Inventors for example are willing to persist after the failure and to take risk to prove their theories. • InterisicMotivation - people are more creative when they're motivated by interest, enjoyment satisfaction and challenge of work itself. Don't focus on meeting deadlines, etc.. • Creative Environment - sparks,  supports and refines creative ideas. Creative environments free people of the pressure of social approval.

10. The relationship between creativity and intelligence. Creativity correlates with intelligence beyond IQ points. Different brain parts are active during Convergent thinking ( the type required for test taking solutions) and Divergent thinking (the type required for imaginative solutions. • Intelligence and Brain Anatomy. Recent studies show a correlation between brain size and intelligence scores. As the we age, the size of our brain decreases and so do many of our novel ideas. A study also shows that highly educated people had an above average volume synapses and gray matter. • There is also positive correlation between Perceptual speed and Intelligence. Those who can perceive and retain the information of a stimuli quicker, score higher an intelligence test.

11. Vote for bernie principles of test construction • standardization- the process of defining meaningful scores relative to a pretested group • why is it important? standardization is important because it forms a normal distribution that creates a normal curve on a graph. • normal curve- a pattern of scores that forms a bell shaped pattern. Rikki and Alfredo

12. Reliability, Validation, and Content Validity • Reliability- The extent to which a test yields consistent results, as assessed by the test on alternative forms of the test or a retesting • Validation- The extent to which a test measures or predicts what it is suppose to. • Content Validity- The extent to which a test samples the behavior that is of interest Vote For The SandMan

13. VOTE FOR SANDERS • Criterion: behavior that a test is designed to predict • Predictive Validity: Success with which a test predicts the behavior it is designed to predict.

14. Assessing Intelligence • A method of assessing intelligence is through an intelligence test. • An intelligence test a method for assessing an individual’s mental aptitudes and comparing them with those of others using numerical scores. Hannah

15. Influential People in the History of Intelligence Testing Alfred Binet Lewis Terman Terman was a psychologists at Stanford, who was determined to revise Binet’s intelligence test in order to apply to American children. This revised test was called the Stanford-Binet test. Terman also expanded this test into higher age groups, teens- young adults, rather than limiting the test to children. “A high IQ does not lead to wonderful things in life” –Terman. • Binet believed that all children follow the same course of intellectual development. • However, Binet believed some children developed at a faster level than others • To measure this difference in intellectual levels he developed mental age. • Mental age is the chronological age that most typically corresponds to a given level of performance

16. Intelligence Quotient: The ratio of mental age (ma) to chronological age(ca) multiplied by 100 (MA / CA X100). This quotient is used of intelligence test, the average is found to be 100. The ideas of Binet and Terman are incorporated in this test because the concept of mental age and its importance is applied but also the influence of other outside factors such as economic status and environment are applied as well.

17. Modern Tests of Mental Abilities Aptitude Test The Aptitude test was designed to predict a person’s future performances and the capacity to learn things. The Achievement test was designed to assess what a person has learned. Achievement Test Azelle, Shyla, Tiana

18. Wechsler Adult Intelligence SCALE (WAIS) • The WAIS is the most widely used intelligence test that contains verbal and performance (nonverbal) subtest.

19. WAIS TEST

20. What was the purpose of comparing the scores in different areas of the Wechsler's Intelligence scale for children? • The purpose of comparing the scores is to notice striking differences among them, which informs the examiner of possible learning problems or brain disorders.

21. The Dynamics of Intelligence Ciara Mc Leron Priscilla Molina Luna Ruiz

22. Intelligence Introduction • Low Extreme- those whose intelligence test scores falls on 70 or below. • Mental Retardation- a condition of limited mental ability, usually people who are categorized in the low extreme. • Ranges of Retardation • i. Mild = 51-70 IQ • ii. Moderate = 36 – 50 IQ • iii. Severe = 20-35 IQ • iv. Profound = Below 20 IQ • Down Syndrome- a condition of retardation and associated with disorders of varying severity caused by an extra chromosome • High Extreme- People who have IQs of 135+ are well adjusted, healthy good grades. • Giftedness • Upper 2%-3% In IQ Distribution are Gifted. • Personal Qualities of “Gifted” • Average IQ around 130 • Those who were categorized as gifted were introverted and isolated, they work better in their own worlds.

23. Genetic and Environmental Influences Environmental: Identical Twins: Reared together have similar IQ Reared apart have slightly different IQ by 12% similar gray matter composition in brain scans Fraternal Twins: Reared together have different IQ Genetic: Possible intelligence gene on chromosome 6 ⇒ Mice get “smarter” when gene is inserted in the egg

24. Evidence for Environmental Influences on Individual Intelligence • Early Intervention Effects: • comprehensive system of therapies that include education, nutrition, child care, and family support • designed to reduce effect of disabilities and prevent occurrence of learning and developmental problems • Evidence shows that early intervention enhances developments of children that exhibit delays • Schooling Effect: • High quality preschools boost emotional Intelligence • Increased schooling correlates with higher intelligence scores • Flynn Effect: General increase of test scores over tie when incorporating schooling • Schooling and Intelligence have a direct relationship • Cumulative Deprivation Hypothesis • Environmental Deprivation led to predicted erosion of IQ scores • Flynn Effect • IQ has steadily increased since the Industrial Revolution • IQs have dramatically increased since 1930s

25. Group Differences in Intelligence Test Scores By: Geoffrey Fitzgibbon Sean Rilley Tim Kilcran

26. Heritability of Intelligence(Nature v. Nurture) • Two agreed facts: Racial groups differ in average score, and high scorers achieve higher education. • Psychologists on heritability of intelligence: Those with previous knowledge are likely to score higher than those without that knowledge. • Evidence for heritability of intelligence: First language speakers are likely to score higher than second language speakers. • Environmental influence on heritability: Twins are conditioned to believe connects based on heights.

27. Gender differences • Are tests biased? Yes, factored on race and social status • Stereotype threat: The phenomenon where minorities verbal aptitude test scores are lower because of their race.