PSYCHOLOGY
PRINCIPLES IN PRACTICE
Chapter 9
INTELLIGENCE
Section 1: What Is Intelligence?
Section 2: Measurement of Intelligence
Section 3: Differences in Intelligence
Section 4: What Influences Intelligence?
1
HOLT, RINEHART
AND
WINSTON
Chapter 9
Section 1: What Is Intelligence?
PSYCHOLOGY
PRINCIPLES IN PRACTICE
History of Intelligence Testing
 Ancient Chinese students 4000 years ago, during
the Han Dynasty exams
 Started with eugenics movement of Sir Frances
Galton first cousin to Darwin
 1900’s Psychologist Alfred Binet and Theodore
Simon
 Later refined for American children by Lewis M.
Terman became the Stanford-Binet Intelligence
Test.
2
HOLT, RINEHART
AND
WINSTON
Chapter 9
Section 1: What Is Intelligence?
PSYCHOLOGY
PRINCIPLES IN PRACTICE
Any good psychology test must include:
 Standardization: developing uniform
procedures for administering and scoring a test
and developing norms for the test
 Reliability: measure of the consistency of a
person’s test score.
 Validity: measures what it purports to measure
3
HOLT, RINEHART
AND
WINSTON
Chapter 9
Section 1: What Is Intelligence?
PSYCHOLOGY
PRINCIPLES IN PRACTICE
Question: How is intelligence defined, and what are the
various theories of intelligence?
DEFINITION OF INTELLIGENCE
Intelligence can be defined as the ability to learn
from experience, to think rationally, and to deal
effectively with others
Achievement refers to the knowledge and skills
gained from experience.
4
HOLT, RINEHART
AND
WINSTON
Chapter 9
PSYCHOLOGY
PRINCIPLES IN PRACTICE
5
HOLT, RINEHART
AND
WINSTON
Chapter 9
Section 1: What Is Intelligence?
PSYCHOLOGY
PRINCIPLES IN PRACTICE
Question: How is intelligence defined, and what are the
various theories of intelligence?
THEORIES OF INTELLIGENCE
 Spearman’s Two-Factor Theory – suggests that
people have general intelligence and specific
intelligence
 Thurstone’s Theory of Primary Mental Abilities –
suggests that eight separate factors make up
intelligence
6
HOLT, RINEHART
AND
WINSTON
Chapter 9
Section 1: What Is Intelligence?
PSYCHOLOGY
PRINCIPLES IN PRACTICE
Question: How is intelligence defined, and what are the
various theories of intelligence?
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
 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
7
HOLT, RINEHART
AND
WINSTON
Chapter 9
Section 1: What Is Intelligence?
PSYCHOLOGY
PRINCIPLES IN PRACTICE
Question: How is intelligence defined, and what are the
various theories of intelligence?
Emotional Intelligence
1. Dr. Daniel Goleman (1995) wanted to know why smart
people are not always as successful as might by expected.
2. Emotional Intelligence
(a) self-awareness
(b) mood management
(c) self-motivation
(d) impulse control
(e) people skills
8
HOLT, RINEHART
AND
WINSTON
Chapter 9
Section 2: Measurement of Intelligence
PSYCHOLOGY
PRINCIPLES IN PRACTICE
Question: How do the various types of intelligence tests
differ?
INTELLIGENCE TEST DIFFERENCES
 The Stanford-Binet uses mental age and
chronological age to compute IQ; the Wechsler scales
compare answers to those of others in the same age
group
 The Stanford-Binet measures verbal ability; the
Wechsler scales measure verbal and performance
skills
9
HOLT, RINEHART
AND
WINSTON
Chapter 9
Section 3: Differences in Intelligence
PSYCHOLOGY
PRINCIPLES IN PRACTICE
Question: What are the characteristics of mental retardation
and of giftedness?
CHARACTERISTICS OF MENTAL
RETARDATION
 Mild- may complete 6th grade academic work, may learn
vocational skills and hold a job, may live independently as an
adult
 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
10
HOLT, RINEHART
AND
WINSTON
Chapter 9
Section 3: Differences in Intelligence
PSYCHOLOGY
PRINCIPLES IN PRACTICE
Question: What are the characteristics of mental retardation
and of giftedness?
CHARACTERISTICS OF MENTAL
RETARDATION (continued)
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
11
HOLT, RINEHART
AND
WINSTON
Chapter 9
Section 3: Differences in Intelligence
PSYCHOLOGY
PRINCIPLES IN PRACTICE
Question: What are the characteristics of mental retardation
and 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
12
HOLT, RINEHART
AND
WINSTON
Chapter 9
Section 4: What Influences Intelligence?
PSYCHOLOGY
PRINCIPLES IN PRACTICE
Question: How do heredity and environment influence
intelligence?
HEREDITY’S INFLUENCE
 Kinship studies – closely related people should
be more alike in terms of IQ scores than
distantly related or unrelated people
 Adoptee Studies – IQ scores are more like
those of the biological parents than those of the
adoptive parents
13
HOLT, RINEHART
AND
WINSTON
Chapter 9
Section 4: What Influences Intelligence?
PSYCHOLOGY
PRINCIPLES IN PRACTICE
Question: How do heredity and environment influence
intelligence?
ENVIRONMENTAL INFLUENCES
 For children, environmental factors that affect
intelligence are home environment, parenting styles,
and preschool programs
 For adults, factors include level of income, level of
education, intact family life, attendance at cultural
events, travel, reading, and a flexible personality
14
HOLT, RINEHART
AND
WINSTON