Vocabulary - 8
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Intelligence
Intelligence tests
Triarchic theory of intelligence
Componential intelligence
Experiential Intelligence
Multiple Intelligences
Emotional Intelligence
Cultural Bias
Aptitude test
Achievement Test
Binet-Simon Scale
Down Syndrome
Ability*
Aptitude*
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Intelligence Quotient
Culture-fair tests
Reliability
Validity
Content Validity
Criterion-related validity
Tacit knowledge
Mental Retardation
Giftedness
Learning Disability
Wechsler Intelligence Scale
Stanford-Binet Intelligence
Scale
Intelligence & Mental Abilities
Chapter 8
Bellringer
• Take the next 3 minutes to list some
behaviors you associate with the word
intelligence.
– Sternberg’s research discovered that lay
people (us) with no expertise in psychology
generally think of intelligence as a mix of
practical problem-solving ability, verbal ability,
and social competence
Questions to Ponder
• How do you define the term intelligence?
• How do psychologists define the term
intelligence?
• What is IQ and how is it measured?
• Why does intelligence matter?
Take a few minutes….
• Describe the difference between laziness
and idleness.
• Which direction would you have to face so
your right hand would be facing north?
• What does obliterate mean?
• In what way are hour and week alike?
What do you think?
• What do you think when you hear the
following words:
– Aptitude?
• Potential ability, predicts an individual’s
future achievement
– Ability?
• Refers to a skill that people already have
Theories of Intelligence
• Charles Spearman: early 20th century British
psychologist
– Defined intelligence as a well, or spring, of mental
energy that flows through every action
– People who were bright in one area were typically
bright in others (Is this always true?)
– Intelligent person understands things quickly,
makes sound decisions, carries on interesting
conversations, and tends to behave intelligently
in different situations
Theories of Intelligence
• L. L. Thurstone: American psychologist
– Argued that intelligence was comprised of seven
distinct mental abilities:
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S – Spatial Ability (perceive distance & shapes)
P – Perceptual speed
N – Numerical ability
V – Verbal Learning
M – Memory
W – Word fluency
R – Reasoning
– Seven mental abilities were relatively independent
of one another
– Seven abilities make up general intelligence
Theories of Intelligence
• R. B. Cattell (1971)
– Identified two clusters of mental abilities:
• Crystallized Intelligence: reasoning, verbal, &
numerical skills
– Abilities stressed in school; therefore, affected by formal
education
• Fluid Intelligence: spatial skills, visual imagery,
noticing visual details, & rote memory
– Abilities gained from informal education (experience)
Theories of Intelligence
• Robert Sternberg: (1985) American
psychologist (on the video)
– Argues that intelligence encompasses a wide
variety of skills
– Triarchic Theory of Intelligence: intelligence
involves:
• Componential Intelligence: mental skills
• Experiential Intelligence: creative adaptability
• Contextual Intelligence: environmental
responsiveness
http://en.wikipedia.org/wiki/Robert_Sternberg
Sternberg’s Theory of
Intelligence
• Triarchic theory
Applying Sternberg’s Theory
• Turn to page 309 to see examples of
questions that evaluate experiential &
contextual intelligences.
• Take a few minutes and answer 1, 4, 8, &
9 on a sheet of paper.
Theories of Intelligence
• Howard Gardner: (1993) Professor at
Harvard University: Multiple Intelligences
– Gardner’s Biography
– Project Zero @ Harvard
– Argues that intelligence is made up of many
separate abilities or multiple intelligences,
each of which is relatively independent of the
others (What theory does this sound like?)
Multiple Intelligences
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Logical-Mathematical Intelligence
Linguistic Intelligence
Spatial Intelligence
Musical Intelligence
Bodily-Kinesthetic Intelligence
Interpersonal intelligence
Intrapersonal Intelligence
Naturalist Intelligence
(Possibly) Existentialist Intelligence (coming
soon)
Logical-Mathematical Intelligence
• Ability to process and compute logical
problems and equations
• Examples include:
– Solving Algebra problems, balance your
checkbook, solve logic problems
Linguistic Intelligence
• Ability to utilize language
– Skill at learning, using, and understanding
languages
Spatial Intelligence
• Ability to comprehend shapes and images
in three dimension
– Putting puzzles together or molding
sculptures
Musical Intelligence
• Ability to perform and compose music
– Performing and comprehending music
– Mozart, Beethoven
3:31
Bodily-Kinesthetic Intelligence
• Ability to perceive and control movement,
balance, agility, grace
– Sense of how body should act and react in a
physically demanding situation
Interpersonal intelligence
• Ability to interact with and understand
others and to interpret their behavior
– Gauging other’s moods and motivations
Intrapersonal Intelligence
• Ability to understand and sense oneself
– Skill at using self-esteem, self-enhancement,
and strength of character to solve internal
problems.
Naturalist Intelligence
• Ability to identify and classify patterns and
relationships in natural surroundings
– Skill at distinguishing differences amount
large numbers of similar objects
Emotional Intelligence
• Related to Gardner’s inter- and intrapersonal
intelligences
• Four Major Aspects:
– Ability to perceive and express emotions accurately
and appropriately
– Ability to use emotions while thinking
– Ability to understand emotions and use the
knowledge effectively
– Ability to regulate one’s emotions to promote personal
growth
• Linked emotional intelligence with success in the
workplace
Intelligence Tests
• 1904, Alfred Binet & Theodore Simon Parisian school wanted a way to pick out
the “slow learners” in order to place them I
special classes.
– Mental Age v. Chronological Age
Intelligence Quotient
• Originally computed by dividing mental
age by chronological age and multiply by
100
– (mental age/chronological age) x 100 = IQ
Mental Level v. Mental Age
• Why do we think IQ is relatively
permanent?
• Alfred Binet originally used the term
mental level rather than mental age
– He thought mental age to be fixed and
unchangeable, but mental level as an ordered
progression of development
– Binet also disliked IQ because he felt it was
misleading to represent human intelligence in
a single number
Levels of Mental Retardation
• Mild Retardation (low 50s-70s)
– The individual may be able to function adequately
in society. The individual is “educable”: S/he can
learn academic skills comparable to those of a
sixth-grader and can be minimally self-supporting,
although requiring special help at times of unusual
distress.
• Moderate Retardation (Mid 30s-low 50s)
– These people profit from vocational training and
may be able to travel alone. They can learn on a
second-grade level and perform skilled work in a
sheltered workshop if provided with supervision
and guidance.
Levels of Mental Retardation
• Severe Retardation (low 20s - mid 30s)
– Such people do not learn to talk or
practice basic hygiene until after age six.
Although they cannot learn vocational skills,
simple tasks can be carried out with
supervision.
• Profound Retardation (Below 25)
– Constant care is needed. Usually people in
this group have a diagnosed neurological
disorder.
Wechsler Tests
• Wechser-Adult Intelligence Scale,
Wechsler Intelligence Scale for Children
(age 6-16), and Wechsler Preschool and
Primary Scales of Intelligences (4-6.5)
• Gives a more detailed picture of the
individual’s strengths and weaknesses
than a single IQ score does.
Nature v. Nurture
• Researchers have found a high degree of
heritability (the degree to which a
characteristic is related to inherited genetic
factors)
• Studying identical twins
• How do you think environment can effect
intelligence? Genetics?
More about….
• Family size and IQ:
– The classical study of family size and IQ was
conducted in the Netherlands. It was based
on the military examinations of more than
386,000 Dutch people. Researchers found
that the brightest children came from the
smallest families and had few, if any, brothers
and sisters when they were born. Thus, the
first-born child in a family of two was usually
brighter than the last child in a family of 10.
How does Family size affect IQ?
• Home environment
• Larger families spend less parental time
with children, spend more time with other
children
– Interpersonal skills improve, but (general)
intelligence suffers
Cultural Bias
• How does your culture effect your IQ score?
• Criticisms of the wording used on tests may be
more familiar to people of one social group than
to another group
• Example:
– “What would you do if you were sent to buy a loaf of
bread and the grocer said he did not have any more?”
• Correct answer: “Go to another store.”
• Minority students answered: “Go home.” Why?
• Larry P. v Riles (1979)
• P.A.S.E. v Hannon (1980)
– Parents of African-American children placed
in classes for the mentally retarded based
solely on culturally biased IQ tests
• One judge ruled IQ tests were biased
• One judge ruled IQ tests were valid and
nondiscriminatory
Cultural Bias
• Henry H. Goddard administered psychological
tests to immigrants coming into Ellis Island in
1917.
• Found the following groups feebleminded:
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80% of the Hungarians
79% of the Italians
87% of the Russians
Questions were “What is Crisco?” “Who is Christy
Mathewson?” (NY Yankee’s pitcher)
– Congress based the restrictive immigration laws of
1924 on the statistics from these culturally biased
tests.
Dove Counterbalance
Intelligence Test
• “T-Bone Walker” got
famous for playing
what?
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Trombone
Guitar
Piano
“T-flute”
“Hambone”
• Who did “Stagger Lee”
kill (in the famous
blues legend)?
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His mother
Frankie
Johnny
His girlfriend
Billy
What characteristics would a test without cultural bias
have?
Measuring Intelligence
• Aptitude Tests: attempt to discover
talents and predict how well a person will
be able to learn a new skill
– General Aptitude Test Battery (GATB)
– SAT & ACT, LSAT, MCAT, GRE, MAT
• Achievement Tests: measure how much
a person has already learned
– Final Exams, Comprehensive Exams, AHSGE
• Intelligence Tests: measures IQ