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Chapter 12
Pages 377-416
Intelligence!!!
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What is intelligence?
What does it mean to be intelligent?
How do you know if you are intelligent?
Can we test for intelligence? How accurate are
these tests?
• Is there only one type of intelligence?
• Is intelligence due to genetics or environment?
What do you think???
Concept of Intelligence
• Everybody has a different definition of
Intelligence and what it means.
• What is Intelligent behaviour?
• Is Intelligence the same as being clever?
• There are many different ways of defining
Intelligence.
Intelligence
• Different people define intelligence differently
• The term intelligence is used to refer to mental
abilities such as thinking, reasoning, problem
solving and adapting effectively to ones
environment.
Have a look at the different
definitions on page 379. Which
one do you agree with and why?
Intelligence
• FOUR Features required in a definition of
intelligence;
1.
2.
3.
4.
Ability to learn from experience
Obtain knowledge
Solve problems
Adapt to the environment
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Intelligence is also culturally linked. This means
that intelligence in one culture may not be
perceived as intelligent in another.
Why is there a lack of agreement
of what intelligence is??
• It cannot be directly observed..
Does brain weight influence
intelligence?
• Galton and Broca believed that intelligence
was due to brain size.
• Have a look at the table on page 381
comparing brain size.
• Recent analysis has failed to support
the theory that a bigger brain means
you are more intelligent.
• In order to understand intelligence we need to
look at intelligence tests and theories.
• We will look at intelligence tests first because
historically they came before the theories
Binet-Simon Intelligence Scale
• Alfred Binet (1857-1911) developed the first every standardised
intelligence test.
• In 1904 he was asked to develop tests for children that could separate
normal intelligence from those who need help.
• Binet believed that intelligence was a range of mental abilities (abilities
and talents relating to the brain such as imagination, intelligence and
judgment)
• His tests assessed these cognitive function.
• His tests were
1.
Easy to use
2.
Free from special equipment
3.
Able to distinguish between normal and abnormal.
•
Originally done only on children
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Alfred Binet teamed up with Theodore Simon and they developed
their first intelligence test (Binet-Simon intelligence scale 1905
Binet-Simon Intelligence Scale
• Their intelligence scale had 30 items covering a range of
different questions. Page 383 for examples.
• The 1905 scale wasn’t able to produce the results in a single
score. The test was then modified in 1908 and adapted so
items were arranged according to age level.
• Binet-Simon scale was able to produce the results in a single
score which was called mental age.
• Stern and Therman used the “mental age” concept and
came up with the concept of Intelligence Quotient (a score
used to measure one or more forms on intelligence)
• Intelligence Quotient (IQ): this was calculated by dividing the
mental age (MA) by the actual age (CA) and multiplying by
100
IQ=(MA/CA)x100
Stanford-Binet Intelligence Scale
• Apart from incorporating the IQ in the BinetSimon intelligence scale Therman also refined
the original test and created the StanfordBinet Intelligence Scale in 1916.
• He made it more suitable for Americans
• Extended the test so it could be used on
adults.
• Look at page 386 for example questions...
Wechsler’s Intelligence Scale.
• Developed by David Wechsler
• Wanted to look at adult intelligence
• Invented a new approach to obtaining an IQ which
rests on the assumption that IQ remains constant over
age.
• Wechsler introduced the Deviation Quotient (DQ)
• DQ: based on a persons relative standing in their age
group- how far above or below the average that person
falls. Usually linked to normal distribution.
• E.g.: if a person falls above the average then they
receive a score above 100, if they fall below their score
will be below 100.
Wechsler Tests....
• The Wechsler tests look at both
verbal IQ (intelligence assessed by tests that
rely upon ability with verbal materials)
Performance IQ (intelligence assessed by tests
that rely upon ability with non verbal
materials)
Full-scale IQ (combination of verbal and
performance IQ’s to provide an overall score)
Wechsler Tests....
• The WAIS- Wechsler Adult Intelligence Scale:
adults over the age of 16.
• The WISC- Wechsler Intelligence Scale for
Children: for children between the ages of 515.
• The Wppsi- Wechsler Primary and Preschool
Scale of Intelligence: for children between the
ages of 2-7.
• Page 389-390 for example questions..
IQ distribution- Bell shaped curve
• IQ scores from the Wechsler scales have a;
• Normal distribution (a bell shaped frequency
distribution curve. Scores are arranged symmetrically
so that the vast majority fall in the middle range,
with fewer scored near the two extremes of the
curve)
IQ Distribution
• The mean (average) is set at 100 with a
standard deviation (SD) of 15.
• 68% of scores fall within 1 SD of the mean.
• 95% fall within 2 SD’s of the mean
• 97% are between 3 SD’s
• Page 391, figure 12.8
Strengths and weaknesses of scientific
methodologies used to measure
intelligence.
Strengths
Weaknesses
Use a scientific approach to testing
The idea of an IQ scares people
Extensively trialled
IQ has been attached to labels
Has a standard design so trained
psychologists can easily assess
participants
Doesn’t take into account the nature vs.
nurture debate
Profession tests
Differences across cultures and genders
Both scales are valid and reliable
Emphasis on cognitive abilities only
Theories of
Intelligence
Cattell-Horn-Carroll
Theory (CHC)
Sternberg’s Triarchic
Theory
Classical approach
Classical Approach
Theories of
Intelligence
Gardner’s Multiple
Intelligence Theory
Salovey and Mayer’s
Ability-based model of
emotional intelligence
Contemporary
Approach
Contemporary
Approach
Cattell-Horn-Carroll Theory (CHC)
• One of the best of the psychometric theories: area of
psychology that looks at the development of tests to assess individual
ability like intelligence.
• Using the work of Spearman ( Spearman’s G, pg393)
Cattell proposed that the single general factor
(cognitive ability seen as the basis of intelligence )
should be divided into two categories
1. Fluid intelligence (range of different intellectual
abilities such as memory, reasoning, helps us solve
problems)
2. Crystallised intelligence (specific information and skills
obtained through education)
This was then revised by Horn and Carroll to create the
CHC theory.
CHC Three Stratum model
• Three levels make up intelligence
Stratum III: highest level. Single general factor
(Spearman’s G) governs all cognitive activities
Stratum II: underneath Stratum III. Includes 8
established abilities (memory, learning,
perception, auditory, crystallised and fluid
intelligence etc) these are the characteristics in
people which influence our behaviours.
Stratum I: distinct abilities (reaction time, visual
memory, speech sound discrimination)
Page 395 for picture.....
CHC Evaluation
• Most influential current theory of intelligence
• The list of narrow abilities in stratum I are
continually being revised and updated.
• Number and type of factors in stratum II are
questionable
Sternberg’s Triarchic Theory
•Believed previous views of intelligence overemphasised
school intelligence at the expense of other types.
•Looks at different types of intelligence required to put
plans into action in every day life rather then just
stressing school success.
•Came up with the Triarchic Theory of Human
Intelligence: a theory which states that there are three
ways of processing information
1. Analytical
2. Creative
3. practical
Sternberg’s Three Intelligences
1. Analytical: becoming aware of and analysing all
the information within the subject matter,
“school smart”.
There are three informational processing
components central to analytical thinking
I. Metacomponents: higher order functions that
direct our thinking.
II. Performance components: mental processes
used to solve problems
III. Knowledge-acquisition components: processes
used when we learn facts
Sternberg’s Three Intelligences
2. Creative: ability to deal with novel situations
and use problem solving skills.
• Relate new things to old ideas.
• Complete intelligence: demanded in team
building games, used when making art.
Sternberg’s Three Intelligences
3. Practical: Using thinking skills that help a
person adjust to and cope with his/her
environment. A person with strong practical
skills can easily adapt to new environments.
More street smarts
Sternberg’s Successful Intelligence
• Sternberg's approach has evolved into the
theory of successful intelligence.
• This is the ability to achieve success in life in
terms of one’s own personal standards.
Evaluating Sternberg’s Triarchic theory
of Intelligence
Advantages
Limitations
Doesn’t limit the definition of intelligence
to strictly cognitive abilities
Assessment of the three reasoning types
is not strong enough
Criticisms of practical intelligence
Some of his tests lack the empirical
support.
Definition of intelligence is too vague
Gardner’s Multiple Intelligence
Theory
• Howard Gardner argued that the definition of
intelligence needed to be broadened to include a
whole range of other abilities.
• Believed there were 9 different kinds of intelligences.
• Everyone has unique strengths and weaknesses.
• Gardner wanted these different types of intelligences
included due to 4 criteria focused on the brainbehaviour relationship
http://www.youtube.com/watch?v=RmW_3ZhQZpc&fe
ature=related
MI song 4min
• Criteria 1: the existence of exceptional individuals.
People with extraordinary intelligence in certain
areas.
• Criteria 2:potential isolation by brain damage. Brain
injury may destroy one type of intelligence but leave
others unaffected.
• Criteria 3: distinctive developmental history. One
intelligence may develop more quickly then others.
• Criteria 4: experimental psychology. Different
intelligences tend to emerge in laboratory settings.
From this criteria Gardner came up with 9 types of
intelligences. Pg 404
Evaluating Gardner’s Model.
Advantages
Limitations
•Simple
•People have different kinds of
intelligence not just a G factor
(spearman).
•Intelligence is more than an IQ
score
•He has reminded educators to
take into account the different
intelligences that each student has
and acknowledging this when
planning a lesson.
•IQ do reflect an underlying general
intelligence
•Little empirical support for
Gardner’s model
•Unclear as to how many
intelligences there are.
•Some of the intelligences Gardner
proposed may be classified as
abilities.
Salovey and Mayer’s Ability-Based model
of Emotional Intelligence (EI)
• Emotional intelligence: ability to perceive and
express emotion, understand and reason with
emotion and regulate emotion in oneself and
in others.
The ability to monitor yours and other peoples
feelings and emotions to guide your
behaviours.
Emotional
Intelligence
THE ABILITIES OF EMOTIONAL INTELLIGENCE
Self perception
Awareness of
ones own
emotions and
ability to read
others
emotions
Thought
foundation
Understand
another
person by
acknowledging
the emotions
involved. Use
emotion to
assist thought.
Social
understanding
Understanding
feelings in
stories/movies
plus show
empathy.
Relationship
Manage
emotion
successfully in
one self and
others so you
aren’t affected
by anxiety or
anger.
Promote
intellectual
growth in
yourself
Testing Emotional Intelligence
• Emotional intelligence Test
• Trait meta mood scale
Both ask questions about your emotions.
It has been reported that people with high EI are
perceived more positively and EI is correlated
with better family and intimate relationships.
High EI is linked to better social relationships at
work and overall better psychological well being.
EI is also linked to leadership.
Evaluating EI
Weaknesses of EI:
1) EI is not clearly defined
2) EI is not recognisable as a
form of intelligence
3) Ability based measures examine knowledge
and not real ability
4) Concerns over the predictive power of EI
Comparisons between
theories...
Measurement Perspective: Binet and Wechsler
Psychometric Approach: CHC Theory
Wider multi-intelligence approach: Sternberg
and Gardner
Factors that
Influence
Intelligence
Genetic
(nature)
vs.
Environment (nurture)
Twin Studies
• Look at the IQ score of twins brought up
together and separate to determine if it is the
environment or genes that influence
intelligence.
• Looked at identical and non identical twins.
• Results suggest that intelligence is largely
inherited.
• Figure 12.22 pg 412.
Adoption studies.
• Adoption studies suggest that
intelligence is only about 50%
inherited.
• Based on group no individual data
• Not representative of the population (only
white middle class participants)
Environmental Influence
• Strong evidence to support the influence of
environmental factors and experience.
• Demonstrated in adoption studies
• If adopted children resemble their foster
parents IQ this would support the
environment hypothesis.
• Any group reared together have a high IQ then
when reared apart. E.g. Adoptive siblings
reared together.
Interaction between
Heredity and Environment.
• Both inheritance and environment play a major
part in intelligence.
• Genetics set certain limits on one’s IQ and
environmental factors determine where the
individual falls within those limits.
• Reaction Range: genetically determined IQ limits.
Flynn Effect: our IQ is increasing 3 point every 10 yrs
since the 1930’s. This supports the impact that
environment has in intelligence.
Talking Parrot
• http://www.youtube.com/watch?v=O_Fpad20
Zbk
Homework
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Activates
12.6
12.8
12.10
12.12
12.14