Chapter 9 - Intelligence
SSPVB1: The student will analyze concepts
related to the measurement and
nature of intelligence.
Objective: Define intelligence, and explain
the various theories of
intelligence.
Key Terms:
achievement: knowledge and skills gained
from experience; focuses on the things you
know and can do.
intelligence: the ability to learn from
experience, to think rationally, and to deal
effectively with the environment.
I. What is intelligence?
A. Intelligence vs. Achievement
1. Intelligence is NOT achievement.
a. Intelligence makes achievement possible.
*gives us the ability to learn.
b. Achievement is what we know and can do
whereas intelligence is learning from
experience, thinking rationally and dealing
with our environment.
B. Spearman’s Two-Factor Theory
1. Charles Spearman
a. All intelligent behavior has a common
underlying factor called the “G”
factor.
b. The “G” factor refers to general
intelligence.
c. The “S” factor is the factor that
accounts for particular or specific
abilities.
C. Thurstone’s Theory of Primary Mental Abilities
1. Louis Thurstone believed that 9 separate
factors make up intelligence:
a. Visual/Spatial Ability: the ability to
picture shapes and spatial
relationships.
b. Perceptual Speed: the ability to
understand perceptual information
rapidly and to see the
similarities/differences between
stimuli.
c. Numerical Ability: the ability to
calculate and recall numbers.
d. Verbal Meaning: knowledge of the
meanings of words.
e. Memory: the ability to recall
information.
f. Word Fluency: ability to think of
words quickly for tasks like puzzles or
rhyming.
g. Deductive Reasoning: the ability to
derive examples from general rules.
h. Inductive Reasoning: ability to derive
general rules from examples.
2. Believed people can be high in one factor
and low in another.
D. Gardner’s Theory of Multiple Intelligences
1. Howard Gardner
a. Believes intelligence has a broader
base.
b. Believes that there are 7 different
kinds of intelligence in us:
*linguistic
*logical-mathematical
*visual-spatial
*body-kinesthetic
*musical-rhythmic
*interpersonal
*intrapersonal
2. Believes that each kind of intelligence is
based in different areas of the brain.
3. Difference between Gardner and Thurstone?
*Thurstone believes that his 9 factors make
up intelligence collectively while Gardner’s
7 intelligences are independent of each
other.
E. Sternberg’s Triarchic Theory
1. Robert Sternberg believes that different
kinds of intelligence work together.
2. Created a 3 level (triarchic) model of
intelligence.
a. Analytic intelligence: problem
solving ability.
b. Creative Intelligence: Ability to deal
with new situations.
c. Practical Intelligence: Ability to
accomplish everyday tasks.
3. Often we use more than one at a time.
F. Emotional Intelligence
1. Daniel Goleman was interested as to why
smart people are not always as successful as
expected.
a. Proposed the concept of emotional
intelligence which is made up of 5
parts:
*self-awareness – the ability to
recognize our own feelings.
*mood management – the ability
to distract oneself from an
uncomfortable feeling.
*self-motivation – the ability to
move ahead with confidence and
enthusiasm.
*Impulse Control – the ability to
delay pleasure until the task at
hand has been completed.
*People Skills – the ability to
empathize, understand,
communicate, and cooperate with
others.
G. Links Between Different Types of Intelligence
1. Studies have shown there are links between
certain types of intelligence.
Ex. Musical and spatial reasoning.
Chapter 9 Section 2
Objective: Identify the various types of intelligence tests,
and describe their uses.
Key Terms:
Mental age : the level of intellectual functioning, which is
compared to chronological age to give an I.Q.
Intelligence Quotient(IQ): the ratio of mental age to
chronological age multiplied by
100.
reliability: the extent to which a test yields consistent
results.
Test-retest reliability: a method for determining the
reliability of a test by comparing a
test taker’s scores on the same test
on separate occasions.
validity: the extent to which a test measures what it is
supposed to measure.
II. Measurement of Intelligence
A. Types of intelligence tests:
1. Stanford-Binet Scale
a. In the early 1900’s, French public schools
were looking for a test to help identify
children who were likely to need special
education.
b. Alfred Binet – designed the first modern
intelligence test.
*Gave a score called the subject’s mental
age
*Mental age shows the intellectual level
at which the subject is functioning.
c. 1916 – Binet’s test is brought to the
United States.
*Revised by Louis Terman of
Stanford University
*As a result, the test became
known as the Stanford-Binet
Intelligence Scale(SBIS)
d. Today, the test gives an IQ instead of
just the taker’s mental age.
*IQ- reflects the relationship
between mental age and
chronological age.
*Average IQ is around 100.
2. The Wechsler Scales
a. Devised by David Wechsler.
b. Revised Wechsler Intelligence
Scale(WISC-R) is most widely used in
children and Wechsler Adult
Intelligence Scale(WAIS-R) with
adults.
c. Made up of several subtests that\
measure a different intellectual skill.
d. Test shows strengths and weaknesses
as well as overall intellectual function.
e. Differs from the Stanford-Binet in a
number of ways:
*does not use the concept of
mental age
*measures both verbal and non
verbal areas ;SB is strictly verbal.
*Can be used to help identify
specific learning disabilities.
3. Reliability and Validity
a. Before being accepted, tests must be
found to be both reliable and valid.
b. Test Reliability refers to the test’s
consistency.
*If reliable, scores are highly
similar each time it is used.
c. Test-Retest Reliability refers to how
close a person’s scores are each time
they take the same test. If they are
close to identical, the test is reliable.
d. Validity refers to whether the test
measures what it is supposed to.
*intelligence scores should predict
school grades.
4. Problems with intelligence tests
a. Tests of any kind are not perfect
*Education or economic
background can make a
difference
*Motivation to do well can also
affect performance.
b. Cultural Bias
*some tests might give an
advantage to a particular socio
cultural group.
- These groups may be more
familiar with words and
concepts used on an
everyday basis.
- Questions might be biased
toward certain problem
solving methods.
c. The challenge is to make an
assessment that tests the appropriate
skills with no bias.
Chapter 9 Section 3
Objective: Identify the characteristics of intellectual
disability and giftedness, and explain the
relationship between giftedness and creativity.
Key Terms:
intellectual disability: intellectual functioning that is below
average, as indicated by an
intelligence score at or below 70.
gifted: term used to describe children with IQ scores above
130 or with outstanding talent for performing at
much higher levels than others of the same age and
background.
creativity: the ability to invent new solutions to problems
or to create original or ingenious materials.
III. Differences in Intelligence
A. Intellectual Disability
1. IQ is one of several factors/indicators of disability.
Other factors include:
a. problems in communication
b. taking care of oneself
c. social skills
d. use of leisure time
e. travel in the community
f. self-direction
g. personal hygiene
h. vocational training
2. The extent of these issues also factors into
determining the level of disability:
a. mild disability:
*IQ range 50-70
*No outward evidence of disability
*most people can learn to read and
do math
*can take care of themselves
*can hold jobs
b. moderate disability:
*IQ range 35-49
*can learn to speak, feed and dress
themselves
*take care of their own hygiene
*can work under supportive
conditions
*do not normally learn to read or do
math
*Children with Down Syndrome
usually fall in this category.
c. severe disability:
*IQ range 20-34
*require constant supervision
*can perform daily routines and
repetitive activities
*need continuing direction in a
protective environment
d. profound disability:
*IQ range below 20
*barely communicate
*may show basic emotional
responses
*cannot feed or dress themselves
*dependent on others for care
their entire lives
3. Causes:
a. accidents that result in brain damage
b. difficulties during childbirth
c. alcohol/drug abuse during pregnancy
d. malnourishment during pregnancy
e. genetic disorders/abnormalities
B. Giftedness
1. Technical definition is persons with an IQ of
130 or above
2. Someone who has outstanding talent or can
outperform people of the same age,
experience, or environment are also
considered gifted.
3. Giftedness can be in a variety of areas aside
from IQ.
Ex. leadership, creativity,
visual/performing arts
C. Creativity
1. While creativity may be part of giftedness, a
person can be creative without being gifted.
2. In some cases, a person with substantially
below average IQ can be highly creative in a
particular field.
*these people are called savants
Chapter 9 Section 4
Objective: Explain how heredity and the environment
influence intelligence.
Key Term:
heritability: the extent to which variations in a trait from
person to person can be explained by genetics.
IV. What influences intelligence?
A. Genetic influences on intelligence – researchers
have used 2 types of studies to determine the
heritability of intelligence:
1. kinship studies: study of related people.
a. The more closely related, the more alike IQ
scores should be.
*identical twins should be most alike
since they share identical genetic
makeup
b. The more distantly related, the weaker the
similarity
c. Conclusion: Genes do play some role in
intelligence.
d. Heritability is roughly 50%
2. adoptee studies
a. Compares IQ scores of adopted
children with those of their biological
parents as well as their adopted
parents.
b. Most studies have found that the
children’s scores are most like their
biological parents than their adopted
parents.
B. Environmental Influences on Intelligence
1. Home and Parenting – research has shown
the following factors contribute to high
levels of intellectual functioning in children:
a. Parents are emotionally and verbally
responsive to child’s needs.
b. Parents provide enjoyable and
educational toys
c. Parents are involved in child’s
activities
d. Parents provide varied daily
experiences during preschool years
e. home environment is organized and
safe
f. Parents encourage children to be
independent
2. Preschool
a. Some programs such as Head Start,
have been shown to increase IQ,
achievement test scores, and academic
skills.
b. Graduates of these programs are less
likely to repeat a grade or be placed in
classes for slow learners.
c. More likely to finish high school,
attend college, and earn high incomes.
C. Adults and Intelligence
1. Studies show some drop off in intelligence
as people age.
a. This is most notable on timed tests.
2. Some changes are biological in nature
3. Several environmental factors have also
been linked:
a. level of income
b. level of education
c. history of stimulating jobs
d. intact family life
e. attendance at cultural events, travel,
and reading.
f. Married to a spouse with a high level
of intellectual functioning.
g. a flexible personality