Chapter 9 (from p.376):
Intelligence
Music:
“She’s a Genius”
Jet
“Empire State of Mind”
Jay-Z and Alicia Keys
Agenda
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1. Definitions of Intelligence
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2. Assessment of Intelligence
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a) Issues
b) Common definition
c) General factor theory
d) Theories of multiple intelligences
a) Historical background b) Modern tests
3. Genetic & Environmental Determinants
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a) Genetics: Twin studies /reaction range
b) Racial differences
c) Schooling, intelligence and income
**Tips for the exam **
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From the Text:
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Especially know the sections covered in class.
For other sections, don’t obsess about tiny details.
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Know featured study, critical thinking, and application
sections (Ch. 5-9).
Go over “Review of Key Points” for your studying.
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From the Lectures:
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Go over your notes carefully, and try to anticipate short
answer questions from the slides.
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Format (same as last time):
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60 Multiple Choice; 4 Short Answers
2 hours in class
1. Definitions of Intelligence
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a) Issues:
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What do we mean by “intelligence”?
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How do we go about evaluating intelligence?
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What do IQ tests tell us?
Is intelligence culturally-defined, or is it culture-free?
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Most people think of verbal, practical and social aspects
of intelligence p. 381
At the moment, there are no “culture free” tests
Introduction of “Emotional Intelligence” or EI:
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Important component of success in life
 Self-awareness, self-regulation, empathy, people skills,
motivation / Predicts work performance better than IQ
1. Intelligence (cont’d)
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b) Common definition:
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Most agree that intelligence=
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Capacity to adapt
Learn from experience
Think abstractly, solve problems effectively
c) General Factor Theory:
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Intelligence is a unitary attribute
Spearman: “g” factor
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General ability that underlies specific skills
Spearman’s “g” factor
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p. 397
Explains the correlation between scores on subtests of IQ
measures
1. d) Theories of Multiple
Intelligences
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Sternberg’s Model:
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3 types of Intelligences:
Academic
Creative
Practical
Gardner’s 8 intelligences (p. 401)
2. Assessment of Intelligence
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a) Historical background
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Binet (1905): devised the first IQ test to identify
children with learning difficulties
Stanford-Binet: Adapted by Terman in 1916 for
use in America
IQ= Mental Age/Chronological Age X 100
b) Modern Tests:
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Wechsler Adult Intelligence Scale –Revised(WAIS-R)
Verbal IQ
Performance IQ (non-verbal/ visual-spatial skills)
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Distribution follows normal curve (p. 360)
Figure 9.6
Scoring the Wechsler Scales
Normal IQ Curve Fig. 9.7
Lower 2% of IQ distribution:
3. Genetic and Environmental
Determinants
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A) Genetics:
 Account for 50-70% of variance in IQ points
 Determined from twin studies:
 Genetic overlap and IQ similarity p.388-389
Studies of IQ similarity Fig. 9.12
3. a) Reaction Range
p. 391
3. b) Racial differences (p.393)
due to bad soil?
3. c) Effects of schooling
Years of schooling positively related to
IQ (and income)!
 Bi-directional effects (see overheads in
class)
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You GO! You can totally do it!