Chapter 9
Section 1: What Is Intelligence?
PSYCHOLOGY
PRINCIPLES IN PRACTICE
Question: What is Intelligence?
Intelligence Versus Achievement
One thing intelligence is not – is achivevement
Achievement – refers to knowledge and sills gained
from experience.
Achievement focuses on the things that you know
and can do.
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 Although, intelligence is not the same as
achievement, intelligence can provide the basis for
achievement.
 Intelligence makes achievement possible by giving
people the ability to learn.
 Intelligence – the ability to learn from experience,
to think rationally, and to deal effectively with the
environment.
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General Intelligence
PSYCHOLOGY
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The idea that general intelligence (g) exists comes
from the work of Charles Spearman (1863-1945) who
helped develop the factor analysis approach.
Athleticism, like intelligence, is many things
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General Intelligence
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Spearman proposed that general intelligence (g) is
linked to many clusters that can be analyzed by factor
analysis.
For example, people who do well on
vocabulary examinations do well on
paragraph comprehension examinations, a
cluster that helps define verbal intelligence.
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Chapter 9
Section 1: What Is Intelligence?
PSYCHOLOGY
PRINCIPLES IN PRACTICE
THEORIES OF INTELLIGENCE (continued)
 Gardner’s Theory of Multiple Intelligence –
believed that intelligence has a broader base and
that people have several different kinds of
intelligence.
 Linguistic
Body-Kinesthetic
 Mathematical
Musical
 Visual-spatial
Interpersonal (other’s feelings)
Intrapersonal (your feelings)
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 Gardner believed that each kind of intelligence is
based in different areas of the brain.
 Critics of Gardner’s views argue that exceptional
abilities in music or bodily-kinesthetic areas are
not really part of intelligence. They argue that
those skills are talents and that being talented is
not the same thing as being intelligent.
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 Sternberg’s Triarchic Theory – argued that all
intelligences work together in a way that can best
be understood in a three-level model of
intelligence.
 Analytic – solve problems
 Creative – deal with new situations
 Practical abilities – accomplish everyday task
 We often must use more than one of these three
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types of intelligence at a time.
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Chapter 9
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 Goleman – Emotional Intelligence
 1. Self-awareness (the ability the recognize our
own feelings)
 2. Mood management (ability to distract oneself
from an uncomfortable feeling)
 3. Self-motivation (ability to move ahead with
confidence and enthusiasm)
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 4. Impulse control (ability to delay pleasure or
enjoyment until the task has been accomplished)
 5. People skills (ability to have empathy,
communicate, and cooperate with others)
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Measurement of Intelligence
Stanford-Binet Scales
Alfred Binet devised the first modern intelligence
test in 1905.
Binet’s test yielded a score called a mental age.
Mental age (MA) shows the intellectual level at
which a child is functioning.
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Chapter 9
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 In 1916, Stanford University revised the test
becoming the Stanford-Binet Intelligence Scale.
 Today, an intelligence quotient, not an MA is
given. An intelligence quotient (IQ) is a number
that reflects the relationship between a child’s
mental age and his/her actual or chronological
age (CA).
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Chapter 9
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Question: What are characteristics of mental retardation?
CHARACTERISTICS OF MENTAL RETARDATION
 Moderate – people with an IQ of between 35 and 49; can learn
to speak, to feed and dress themselves, to take care of their
own hygiene, and to work under supportive conditions, as in
sheltered workshops
 Severe – IQ of 20-34 – usually require constant supervision;
may have some understanding of speech and may be able to
respond; need continuous direction
 Profound – IQ’s below 20 – barely communicate; cannot feed
or dress themselves and are dependent on other people for
care throughout their lives
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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
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SYCHOLOGY
Extremes of Intelligence
PRINCIPLES IN PRACTICE
A valid intelligence test divides two groups of
people into two extremes: the mentally retarded
(IQ 70 or below) and individuals with
high intelligence (IQ 130 or above).
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SYCHOLOGY
HOW IS INTELLIGENCE MEASURED?
PRINCIPLES IN PRACTICE
 Normally distributed around an IQ of
100
 Average score is set at 100
 Most scores between 85 and 115
 Very few beyond 130
 Few below 70, common definition of
mental retardation
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
Table 9.2 The Meaning of Different IQ Scores
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High Intelligence
PSYCHOLOGY
PRINCIPLES IN PRACTICE
Contrary to popular belief, people with high
intelligence test scores tend to be healthy, well
adjusted, and unusually successful academically.
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Chapter 9
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Question: What are the characteristics of giftedness?
CHARACTERISTICS OF GIFTEDNESS
 Possess outstanding talent or to show potential for
performing at remarkably high levels of
accomplishment when compared to other people of
the same age, experience, or environment
 Linked to creativity, which is the ability to invent
new solutions to problems or to create original or
ingenious materials
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Giftedness
PSYCHOLOGY
PRINCIPLES IN PRACTICE
* Motivation could possibly contribute
Children who are gifted should be identified
early as to receive additional enrichment to
foster their intellectual growth
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Creativity
PSYCHOLOGY
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 Research suggests that highly intelligent people
are more likely than the average person to be
creative.
 High levels of creativity does not guarantee high
intelligence, nor does high intelligence guarantee
high creativity.
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Creativity
PSYCHOLOGY
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 Qualities of Creative People
 1. flexible, original, and mentally agile – able to
quickly come up with the right idea or word.
 2. express their feelings rather than hold them in.
 3. nonconformists – don’t do what others do, they
go their own ways.
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SYCHOLOGY
What Influences Intelligence?
PRINCIPLES IN PRACTICE
No other topic in psychology is so passionately
followed as the one that asks the question,
“Is intelligence due to genetics or environment?”
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Genetic Influences
PSYCHOLOGY
PRINCIPLES IN PRACTICE
Studies of twins, family members, and adopted children
together support the idea that there is a significant
genetic contribution to intelligence.
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HEREDITY’S INFLUENCE
 Kinship studies – closely related people should
be more alike in terms of IQ scores than
distantly related or unrelated people.
 Heritability – is the extent to which variations in
a trait from person to person can be explained by
genetic factors.
 Adoptee Studies – IQ scores are more like those
of the biological parents than those of the
adoptive parents.
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Adoption Studies
PSYCHOLOGY
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Adopted children show a marginal correlation in
verbal ability to their adopted parents.
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Heritability
Is the extent to which variations in a trait from
person to person can be explained by genetic
factors.
We credit heredity with 50% of the variation in
intelligence.
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Environmental Influences
PRINCIPLES IN PRACTICE
Studies of twins and adopted children also show
the following:
1. Fraternal twins raised together tend to show
similarity in intelligence scores.
2. Identical twins raised apart show slightly less
similarity in their intelligence scores.
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Chapter 9
Section 4: What Influences Intelligence?
PSYCHOLOGY
PRINCIPLES IN PRACTICE
Question: How do heredity and environment influence
intelligence?
 For children the environmental factors that affect
intelligence are home environment, parenting styles,
and preschool programs.
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Chapter 9
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 The following factors contribute to high levels of
intellectual functioning in children:
1. The parents are emotionally and verbally
responsive to their children’s needs.
2. The parents provide enjoyable and educational
toys.
3. The parents are involved in their children’s
activities.
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4. The parents provide varied daily experiences
during the preschool years.
5. The home environment is well organized and
safe.
4. The parents encourage the children to be
independent – to make their own decisions and
solve their own problems whenever possible.
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Schooling Effects
PSYCHOLOGY
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Schooling is an experience that pays dividends,
which is reflected in intelligence scores. Increased
schooling correlates with higher intelligence scores.
To increase readiness for schoolwork,
projects like Head Start facilitate leaning.
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Chapter 9
Preschool Programs
PSYCHOLOGY
PRINCIPLES IN PRACTICE
Preschool programs are designed to provide young
children with enriched early experiences.
Head Start (mid 1960s) was designed to give
economically disadvantaged children a better start
in school.
Head Start has shown to increase IQ scores,
achievement scores, and academic skills of
participants.
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Chapter 9
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Graduates of preschool programs are:
1. Less likely to repeat a grade or be placed in
classes for slow learners.
2. More likely to finish HS, attend college, and earn
high incomes.
3. Decreases the likelihood of juvenile delinquency.
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Chapter 9
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Adults and Intelligence
- Older people show some drop-off in intelligence
as measured by scores on intelligence tests.
Especially in timed test.
- Vocabulary skills, though, can continue to expand
for a lifetime.
- For adults the environmental factors that affect
intelligence include level of income, level of
education, intact family life, attendance at cultural
events, travel, reading, and a flexible personality.
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 No matter what genes a person may have
inherited, that person’s intelligence is not fixed or
unchangeable.
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