INTELLIGENCE Chapter 9

1. INTELLIGENCEChapter 9

2. What is Intelligence? • Intelligence—the abilities to acquire new abilities and new behavior and adapt to new situations. • 4 Different Theories: • Spearman’s Two-factor • Thurstone’s Theory of Primary Mental Abilities • Gardner’s Theory of Multiple Intelligences • Sternberg’s Triarchic Theory

3. Spearman’s Two-factor Theory • G-factor—represents a person’s general intelligence (the ability to reason and solve problems) • S-factor—represents a person’s specific mental abilities (for example, some may be better at music or be more creative)

4. Thurstone’s Theory of Intelligence • Believed that intelligence was made up of 8 separate factors: • Visual and spatial ability • Perceptual speed • Numerical ability • Verbal meaning • Word fluency • Memory • Inductive and deductive reasoning • Belief that one can be high in one factor and low in • another, but they are still dependent on each other.

5. Gardner’s Theory of Multiple Intelligences • Believed in 7 kinds of intelligences: • Linguistic • Logical-mathematical • Visual-spatial • Body-kinesthetics • musical-rhythmic • Interpersonal feelings • Intrapersonal feelings • Each one is based in a different part of the brain • Main difference between Gardner and Thurstone—Gardner believed intelligences were independent of one another!!

6. Gardner (continued) • A person can excel at one intelligence but not another. • Each intelligence is an intellectual potential that can be tapped into. • Critics believe that special talents (such as music) are not considered to be intelligences.

7. Sternberg’s Triarchic Theory • Believed different types of intelligences work together • Intelligence includes three abilities: • Analytic (solve problems) • Creative (deal with new situations) • Practical (accomplish everyday tasks)

8. Emotional Intelligence • There are five factors that can make one successful: • Self-awareness • Mood management • Self-motivation • Impulse control • People skills

9. Links Between Different Types • Do parts of the brain overlap? • Some psychologists have done studies to show that music overlaps with other cognitive abilities.

10. Measurement of IntelligenceSection 2

11. Types of Tests • Achievement—what you have learned • Aptitude—predicts your ability to learn new skills • Intelligence tests (most-widely used) • Stanford-Binet Intelligence Scales • Wechsler Scales

12. Stanford-Binet Scales • First test was used in 1905 • Intelligence increases with age so tests were made for different age levels • Look at page 211 for diagram • Tests gave a mental age score. It shows the intellectual level at which a child is functioning. • Intelligence quotient—number that reflects the relationship between a child’s mental age and his or her chronological age. • IQ= Mental Age/Chorological Age X 100 • Thus, 100 is considered to be average.

13. The Wechsler Scales • More widely used than Stanford-Binet! • Consists of subsets of intellectual skills. • Differ from Stanford-Binet in 2 ways: • --do not use the concept of mental age • --measures verbal and non-verbal (SB • measures just verbal) • Test is used to determine learning disabilities • Look at figure 9.3 on page 213

14. Reliability & Validity • Reliability—refers to its consistency • Validity—measures what it is supposed to measure • If a test is reliable, one should get about the same IQ score every time. • Both Stanford-Binet and Wechsler have proved to be highly reliable. • If a test is valid, it should predict how one does in school or at a vocation.

15. Problems with Intelligence Tests • Education and Economic Background • can affect results • --Scores are approximately 10-15% lower in lower-income children • Motivation • Culturally Biased Tests • --concepts only used by certain cultures • --interpreted by different cultures different ways

16. Differences in IntelligencesSection 3

17. Statistics • Approximately 50% of the population’s IQ falls between 90-110 (average being 100) • Approximately 95% of the population have an IQ between 70 and 130 • The other 5% are defined by psychologists as mentally handicapped or gifted.

18. Mental Retardation • Having an IQ score below 70 defines an individual as being mentally retarded. • Mild Retardation • --80% of people who are mentally-handicapped have an IQ between 50 and 70. • --Able to read, do arithmetic, and hold a job • Moderate • --people with an IQ between 35 and 49 • --can speak, feed, and dress themselves • --cannot read or solve problems • --Down’s syndrome

19. Mental Retardation (continued) • Severe Retardation • --IQ between 20 and 35 • --some understanding of speech • --may be able to feed themselves • Profound Retardation • --IQ below 20 • --barely communicate • --depend on others completely

20. Causes of Mental Retardation • --Accidents resulting in brain damage • --Difficulties during Childbirth • --Pregnant women abusing drugs or alcohol • --Pregnant women who are malnourished • --Genetic disorders such as Down’s Syndrome

21. Giftedness • Gifted • --People with an IQ higher than 130 • --motivation and creativity could possibly contribute • --Children who are gifted should be identified early as to receive additional enrichment to foster their intellectual growth

22. What Influences Intelligence?Section 4

23. Where does Intelligence come from? • Most psychologists agree intelligence is both heredity and from environmental factors • Genetic Influences • --Kinship Studies (heritability is between 40-60%) • --Adoptee Studies • Environmental Influences • --Parenting Styles • --Preschool Programs (Head Start)