Intelligence

1. Intelligence C.J. Fleming

2. Intelligence Testing – Where it all began • What does IQ testing look like? • Primary Model of Intelligence (g) • Class Discussion • Newer Models of Intelligence • Group Activity • Wrap-Up Outline for today

3. Pioneered by Alfred Binet and others • Commissioned to develop a test to identify children who needed extra help in school • They felt that an objective test was necessary, which would include a broad range of tasks. • Binet believed in a singular intelligence that affected many different tasks. The original test included: • copying a drawing • repeating a list of numbers • comprehending a story • Based upon what the average child for that age knows The Beginning of Intelligence Testing

4. He came up with a scoring system, which included: • Mental Age (age level based on performance) • Chronological Age • IQ Scores were computed as MA/CA x 100 • i.e. 9 /10 x 100 = 90 • This method has limitations - IQ would have to keep going up to keep up with Chron. age. • This formula really only works for children, since in adults real age is changing, but mental age should not be. • Comparing a 5 year old and a 10 year old is logical, whereas comparing a 25 year old and a 35 year old is not. IQ Calculation

5. A variety of tests have been created to build and improve upon the original Binet tests. • Wechsler Adult Intelligence Scale (WAIS) • Wechsler Intelligence Scale for Children (WISC) • Raven’s Progressive Matrices • These tests vary in that they test either: • Achievement: what you have already learned, formal knowledge, like end of grade tests • Aptitude: your capability for learning rather than specific knowledge, supposedly like the SAT Intelligence Testing After Binet

6. Still using the same scoring range, with an average of 100 and a standard deviation of about 15. • What is testing like this used for now? Testing Since Binet

7. In the WAIS-III test, intelligence was measured by a full scale score, and then broken down into a verbal score and a performance score. • In the recently revised WAIS-IV, the 2 main subgroups are gone, replaced by: • Verbal Comprehension • Perceptual Reasoning • Working Memory • Processing Speed • What does this say about the underlying model of intelligence? Intelligence Testing Model

8. Cultural Issues • Reliability: IQ tests appear to be reliable, as IQ scores tend to vary little across a lifetime. • This indicates that tests may be measuring a fairly stable trait. • Validity: IQ scores are highly correlated (.5+) with GPA (and other academic measures). • IQ is a strong predictor of success at work, SES, income, and life expectancy, etc. • However, IQ and success are not a perfect correlation, as some of your success is due to other factors. How useful are these tests?

9. What is Nuclear Fission? When 2 atoms come together and use energy When 2 atoms split apart and release energy Friction between atomic particles Dangerous *this section would be completed using a classroom response system

10. Juan has twice as much money as Seth. Juan has 17 dollars. How much money does Seth have? $17 $34 $8.50 $9.50

11. Which of the boxes at the bottom correctly fills in the pattern? 1 2 3 4 5

12. What is missing from this picture?

13. Three of the following items may be classified with the salt-water crocodile. Which cannot? Marine Turtle Brolga Frilled lizard Black snake

14. Intelligence Testing – Where it all began • What does IQ testing look like? • Primary Model of Intelligence (g) • Class Discussion • Newer Models of Intelligence • Group Activity • Wrap-Up Outline

15. Binet worked under the assumption that intelligence was a single concept that should be studied as a whole. • How would we evaluate this? • Examine correlation between the subtests on an IQ test. • How do they hang together? • The subtests on the WAIS are highly correlated, although certain tests are more informative of IQ than others. What is intelligence?

17. Charles Spearman used factor analysis to assess whether or not all facets of intelligence measurements were getting at the same underlying element. • He found that there is a common element to intelligence, g, that affects any intellectual task. • Low amounts of this g would suggest consistent poor performance and vice versa. Spearman’s “g”

18. Spearman’s Model of General Intelligence Information Arithmetic g Comprehension Vocabulary

19. If this g factor was the only influence on test scores, then a person’s scores on every intelligence test should be exactly the same. • This is not the case, so g probably does not fully account for all parts of test scores. • Spearman suggested that other less dominant skills, such as numerical and verbal ability, also influenced test performance. • Later researchers have incorporated these skills into a hierarchical model of intelligence. g

20. What evidence exists for this model?

21. Fluid g: ability to deal with new and unusual problems • Declines with age • Especially influenced by processing speed, working memory, attention • Crystallized g: previously acquired skills and knowledge • Increases with age • Less impacted by drug use, depression • These are most likely related – someone with better ability to learn new things will likely be able to acquire more knowledge. More on g

22. Do you feel like your SAT score says everything about your intelligence? • What else might come into play as a factor? • How might you determine and evaluate other types of intelligence? More than IQ – Class Discussion

23. Intelligence Testing – Where it all began • What does IQ testing look like? • Primary Model of Intelligence (g) • Class Discussion • Newer Models of Intelligence • Group Activity • Wrap-Up Outline for today

24. Sternberg’s Triarchic Model • Practical, analytic, creative • Emotional Intelligence • Gardner’s Multiple Intelligences • 8 major types Other Models of Intelligence

25. Practical Intelligence • Ability to gather info on poorly defined problems and come up with effective solutions; experience based • Analytic Intelligence • The type typically measured by intelligence tests • Creative Intelligence • Intelligence used to create new ideas and strategies Sternberg’s Model

26. Ability to understand your own and others’ emotions, and control your own emotions (we talked about this in the social chapter, as well) • Composed of 4 main parts: • ability to accurately perceive emotions • ability to use emotions in thinking • ability to understand emotions • ability to manage emotions in yourself and others Emotional Intelligence

27. Hungry 4 –year-olds were offered a marshmallow, but told that if they would wait for the experimenter to return, they could have 2. • About 1/3 ate it immediately, 1/3 waited some but still ate it, and the last 1/3 waited the full 15-20 minutes. • Later in life, the children who delayed gratification scored an average of 210 points higher on their SATs, had better success in getting into college, and had higher levels of educational and work success in general. • Those who did not delay were less confident, less motivated, and quite a bit less academically successful. Stanford Marshmallow Experiment (Mischel)

28. Howard Gardner argued for many additional forms of intelligence: • Linguistic • Logical-mathematical • Spatial • Musical • Bodily kinesthetic • Interpersonal • Intrapersonal • Naturalistic Multiple Intelligences?

29. Who would you consider to be intelligent based on Gardner’s Model? • Examples: • Bill Gates • A Cirque de Soleil Acrobat • Darwin • Mozart • Barack Obama Multiple Intelligences

30. Support for Multiple Intelligences: • Some people with brain lesions have particular deficits, rather than a general reduction in intelligence • Savant (i.e. Rain Man) • Criticisms: • Are these really different intelligences? • Should there be a distinction between intelligence and talent? Multiple Intelligences?

31. What if schools worked under a model of multiple intelligences? Consider the following questions: • How would in-class teaching be different? (Groups 1 and 5) • How would homework assignments and other assessments be different? (Groups 2 and 4) • What would be the potential challenges? (Groups 3 and 6) • After about 10 minutes, we will come back together and discuss your ideas as a class. • As a reminder, these are Gardner’s 8 types: Linguistic, Logical-mathematical, Spatial, Musical, Bodily kinesthetic, Interpersonal, Intrapersonal, Naturalistic Group Activity

32. Are the tests we discussed today appropriate for all cultures? • Different cultures value different aspects of intelligence and have very different forms of formal education, if any. • Even if the tests are appropriate, what would they really tell us? • IQ test norms Cultural Influences

33. Ben • Sam • Harry Sam, Ben and Harry are sitting together. Sam faces Ben and Ben gives him a cigarette. Harry sits quietly with his back to both Ben and Sam and contributes nothing to the conversation going on between Sam and Ben. One of the men is Ben's brother, the other is Ben's sister's child. Who is the nephew?

34. How do genes and environment interact? • Correlations among family members are often close to .4. • Correlations between MZ twins are usually around .86, and are still high even when raised apart. • The heritability ratio (rate of genetic influence across a population) is usually around .5. Nature vs. Nurture and Intelligence

35. However, the longer a child is in a deprived environment, the lower his/her IQ is. This indicates that: • a) IQ can technically change • b) Poor environments can negatively impact IQ • Flynn Effect: IQ has generally increased about 3 points per decade worldwide. • This supports the environment’s effect, because genetics cannot act this quickly. • Possibly because of greater shared culture, better nutrition, or other environmental conditions. Genes or Environment?

36. Intelligence testing was started by Binet to identify academically weak children. • Newer tests, like the WAIS, have been developed with more sophisticated scoring systems. • Although IQ tests have fairly good reliability and validity, they do not account for all aspects of your success. • Other models of intelligence (e.g. Sternberg, Gardner) have been developed to build upon the theories of Binet and Spearman. Summary

37. Different cultures value different concepts as forms of intelligence, and would thus develop very different intelligence tests. • Both genetics and environment play a role in the development of intelligence, although the relative strengths of each are still a topic of debate. Summary

38. Since we have finished this unit, your quiz on intelligence will be during the next class period. • Your paper assignment which I have just handed out will be due two weeks from today. • Have a great day! Schedule