Chapter 9
Intelligence
Warm up 4/15/15
 Imagine that you are members of a committee
organized to select the World’s Most Intelligent
Person.
 Your job is to create a profile of a person that can
be used as a guideline in the final selection
process.
 Profiles should include traits, abilities, and
accomplishments commonly associated with
highly intelligent people.
What is Intelligence?
 Long answer short, it depends on who you
ask
Intelligence Versus Achievement
 Achievement = Things you know and can do
EX – Knowledge, Skills, etc…that you have
gained from experience
 Intelligence = Gives us the ability to learn
and to achieve
• Ability to learn from experience, to think
rationally, and to deal with others effectively
Spearman’s Two-Factor Theory
 All intelligent behaviors have 2 factors
Factor #1 = g or general intelligence
• This is our ability to solve problems
Factor #2 = s or specific intelligence
• This involves the things that we are
REALLY good at
Get into groups of 2-3
 Each group will be given a card to define
one aspect of Thurstone’s or Gardner’s
theories of multiple intelligences or abilities.
 Be ready to teach the class your
information.
Thurstone’s Theory of Primary
Mental Abilities
 He says there are EIGHT separate mental
factors (Primary Mental Abilities) that make
up intelligence and that we can be high in
some and low in others
1. Visual/Spatial
5. Memory
2. Perceptual Speed 6. Word Fluency
3. Numeric Ability
7. Deductive Reas.
4. Verbal Meaning
8. Inductive Reas.
Gardner’s Theory of
Multiple Intelligence
 Several kinds of intelligences within us
1. Linguistic
5. Musical-Rhytmic
2. Logical-Mathematical 6. Interpersonal
3. Visual-Spatial
7. Intrapersonal
4. Bodily Kinesthetic
 Each intelligence is based on different areas of the
brain
CRITICISM is that 4 and 5 are talents,
not intelligences
Difference between Thurstone and
Gardner
 Thurstone – 8 together adds up to ONE
intelligence
 Gardner – All intelligences are
INDEPENDENT of one another
Guided Practice
 Create a three column chart in your notes.
Label the columns Theories, Strengths, and
Weaknesses.
 In the first column, list the various theories
of intelligence discussed.
Independent Practice
 Write a letter of support to the psychologist
whose theory they believe best explains
intelligence.
 In your letters, you should tell the theorist
why this particular theory makes a more
convincing case than the other theories of
intelligence.
 Support your reasoning with examples.
End
4/16/15
 Having taken many standardized test over
the years do you feel any of the test
questions had a bias?
 (cultural, religious, language, etc.)
 Explain
Sternberg’s Triarchic Theory
 Different Intelligences all working together
1. Analytic – Ability to solve problems
2. Creative – Ability to deal with new
situations
3. Practical – Ability to accomplish everyday
tasks
Emotional Intelligence (Goleman)
 To explain why smart people aren’t as
successful as expected. Look at things like:
1. Self-Awareness
2. Mood Management
3. Self-Motivation
4. Impulse Control
5. People Skills
Measurement of Intelligence
 Tests – measure different things
– Achievement Tests = show what you have
learned
– Aptitude Tests = predict your ability to learn new
skills
Measurement of Intelligence
 Stanford-Binet Scale
• The first modern intelligence test – 1905
• Gave the mental age – intellectual level
at which a child is functioning
 Intelligence Quotient (IQ) – A # that reflects
the relationship between MA (mental age)
and CA (chronological age)
Computing IQ
IQ =
Mental Age (MA)
x
Chronological Age (CA)
Above Average = >100
Average = score of 100
Below Average = < 100
100
Sample Test
 Sample IQ test. Do not write on my handout
Wechsler scores
 Scores based on a comparison of a
person’s answers with the answers of others
in the same age group
 Average = 100
 About 50% fall within broad range of 90 to
110
 About 2% score above 130; about 2% score
below 70
Measurements of Intelligence
 Reliability and Validity – In order for Psychologists
to accept the test data it must be both
 Test Reliability
• Reliability – Consistency, giving similar
scores every time
• Test-Retest Reliability – Determined by
comparing scores earned by the same person,
on the same test, taken at different times
Measurements of Intelligence
 Test Validity – Results of a test are compared with
outside standards and norms
• Validity – The test measures what it’s
supposed to measure
 Problems with Intelligence Testing
1. Some people just test better
2. Educational/Economic Background can
make a difference
3. Some people say they are culturally biased
Individual Work
 You are to develop test questions that would
be biased against people of your parents
age group.
 Example: you may ask about slang terms,
current songs, dance moves.
 Analyze the bias in the test.
Reading
 Case study
Differences In Intelligence
 Mental Retardation
• Technical Definition = IQ less than 70
• Other Indicators
1. Communication Problems
2. Problems Taking Care of Self
3. Poor Social Skills
4. Improper Use of Leisure Time
5. Inability Traveling within community
6. Poor Self-Direction
7. Poor Personal Hygiene
**What is significant is that there are several
levels of mental retardation**
Mild Retardation
 About 80% of people classified with retardation
are in this category
 Includes people with IQ from 50-70
 Often not obviously retarded, but:
• As children - have more difficulty with
childhood tasks (talking, walking, feeding
self) – learn to read, write, do math
• As adults – can take care of themselves but
may need occasional guidance in certain
situations
Moderate Retardation
 People with IQ from 35 – 49
 Can learn to speak, dress themselves, take
care of personal hygiene
 Usually do not learn to read or perform math
operations
 Children with Down syndrome typically fall
into this category
 Usually not capable of self-maintenance
Severe Retardation
 People with an IQ from 20 -34
 Require CONSTANT supervision
 May understand some speech and may be
able to respond
Profound Retardation
 People with an IQ below 20
 Barely communicate but can not feed
themselves
 Are completely dependent upon others for
survival
Causes of Retardation

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Accidents that lead to brain damage
Problems during childbirth
Alcohol and Drug Abuse during pregnancy
Malnourishment during pregnancy
Genetic Disorders and Abnormalities
Ex (An extra chromosome in genetic makeup → Down Syndrome)
Giftedness
 People who achieve an IQ score greater than 130
 Often referred to as more than a score b/c gifted
means to
1. Possess outstanding talents
OR
2. Potential to perform at remarkably high
levels when compared to people of same age
 Can be gifted in a variety of things
• music
• mathematics
• science
• leadership • creativity
• language arts
 Savant Syndrome – A person of low intelligence
shows EXTREME giftedness in a particular area
Creativity
 Often Giftedness and Creativity are linked
 Creativity – Ability to invent new solutions to
problems or create new materials
 IMPORTANT – A person CAN be creative
without being gifted
What Influences Intelligence?
Is it hereditary? (Inherited) or Environmental?
 Many psychologists believe that it’s a
combination of the two
 Attempts to explain why two individuals,
brothers for example, don’t possess the
same IQ
Genetic Influences on Intelligence
 Kinship Studies
• Studied the IQ’s of twins who have the
exact same DNA
• The logic is, if DNA determines IQ and
the twins have the EXACT same DNA,
then their IQ should be the same
• By looking at 100 sets of twins, they found that
their IQ’s were more alike than any other group
• Their IQ’s are also close, even when raised
apart from each other
Genetic Influences on Intelligence
 Kinship Studies
• Heritability – Extent to which variations
between people can be explained by
genetic factors
• Heritability for IQ is from 40 –
60%...meaning that about half IQ
differences can be explained with
genetics
Genetic Influences on Intelligence
 Adoptee Studies
• 2 scenarios to show results
#1 – A child is separated from biological
parents at an early age but their IQ
remains similar to them → Genetic
#2 – A child is separated from biological
parents at an early age and their IQ is
similar to adoptive parents → environment
*Most studies show scenario #1
Environmental Influences on
Intelligence
 In doing kinship studies, they did notice that
those who were raised together are more
alike than those raised apart →
Environmental Influences
Environmental Influences on
Intelligence
 Home and Parenting
• Things like the following add to
intelligence:
1. Parents are responsive to children’s needs
2. Parents provide enjoyable, educational toys
3. Parents involved in kids activities
4. Parents provide varied experiences during
pre-school years
5. Home environment is well organized and safe
6. Children encouraged to be independent
Environmental Influences on
Intelligence
 Preschool Program
• These programs, especially those like
Head Start (for economically
disadvantaged children) have shown
increases in IQ
• Also less likely to repeat a grade
• More likely to finish high school, attend
college, and make more $
Environmental Influences on
Intelligence
 Adults and Intelligence
• Intellectual functioning in adults is often
related to:
1. Income level
4. Intact Family Life
2. Education Level
5. Travel, Reading, etc..
3. Enjoyable Job Hist 6. Flexible Personality