Chapter 11 Intelligence
Introduction and Basics
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Savant SyndromeLimited intelligence
Shows exceptional mental ability in on area
Questions:
What is intelligence?
Is intelligence general trait or is it a collection of specific skills?
How are genetics associated with intelligence?
What is the correlation between intelligence and success?
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Intelligence Tests- are useful estimates of intelligence
Everyone has special aptitudes
Wide range of mental abilities
Having above average mental abilities = Intelligence
Most people are mid-range intelligence
Small % of people have high intelligence
High IQ does not reveal success
Intelligence is related to heredity and environmental
Real world intelligence = fast thinking
IQ Tests are not necessarily reliable
Binet 1904
Created a test “To tell if a child was performing up to his or her potential”
Defining Intelligence:
Intelligence: is the global capacity to act purposefully
 To think rationally
 To deal effectively with the environment
Includes
 Abstract thinking or reasoning
 Problem solving
 Capacity to acquire knowledge
Aptitude –
Is the capacity for learning certain abilities?
 People with aptitudes = will do well
Aptitude testsMeasures and narrows range of abilities (ASVAB)
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SAT is a scholastic assessment test
o Measures aptitude for language, math, reasoning
Other tests-measure mental abilities
PsychometricsPsychometrician http://en.wikipedia.org/wiki/Psychometrics
Psychometrics is the field of study concerned with the theory and technique of educational and
psychological measurement, which includes the measurement of knowledge, abilities, attitudes,
and personality traits. The field is primarily concerned with the construction and validation of
measurement instruments, such as questionnaires, tests, and personality assessments.
It involves two major research tasks, namely: (i) the construction of instruments and procedures
for measurement; and (ii) the development and refinement of theoretical approaches to
measurement. Those who practice psychometrics are known as psychometricians and although
they may also be clinical psychologists, they are not obliged to be so and could instead be (for
example) human resources or learning and development professionals. Either way specific,
separate, qualifications in psychometrics are required.
Reliability and Validity
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Questions- is the test reliable?
Is the test valid?
Validity= a test measures what it claims to measure.
Retest Reliability = test results are replicated=reliable
Criterion Validity:
Comparing test scores with actual performance
Types of Tests
Criterion-referenced tests (CRTs) are intended to measure how well a person has learned a
specific body of knowledge and skills. Multiple-choice tests most people take to get a driver's
license and on-the-road driving tests are both examples of criterion-referenced tests. As on most
other CRTs, it is possible for everyone to earn a passing score if they know about driving rules
and if they drive reasonably well.
In contrast, norm-referenced tests (NRTs) are made to compare test takers to each other. On
an NRT driving test, test-takers would be compared as to who knew most or least about driving
rules or who drove better or worse. Scores would be reported as a percentage rank with half
scoring above and half below the mid-point (see NRT fact sheet).
Objective Tests- tests scored by different people is same as other people- only one
basic answer, not open to interpretation.
Subjective- tests are based on judgment of evaluator to what degree has the work meet
the standard.
Standardized Tests
1. Standard procedures are used
2. To find the norm or average
IQ Test
Stanford Binet- Intelligence 5th Ed. (SB5)
 Revised the Binet test
 Age ranked questions- progressively more difficult
 Very reliable
intelligence quotient, IQ, I.Q. (a measure of a person's intelligence as indicated by an
intelligence test; the ratio of a person's mental age to their chronological age (multiplied
by 100)) more IQ
5 Aspects of Intelligence
5 Cognitive Factors = Mental abilities that make general intelligence
1. Fluid Reasoning
2. Knowledge
3. Quantitative Reasoning
4. Visual-Spatial Processing
5. Working Memory
Fluid Reasoning:
Uses inductive and deductive reasoning=
Knowledge
Knowledge is defined by the Oxford English Dictionary as (i) expertise, and skills
acquired by a person through experience or education; the theoretical or practical
understanding of a subject; (ii) what is known in a particular field or in total; facts and
information; or (iii) awareness or familiarity gained by experience of a fact or situation.
Quantitative reasoning is the application of mathematical concepts and skills to solve
real-world problems. In order to perform effectively as professionals and citizens,
students must become competent in reading and using quantitative data, in understanding
quantitative evidence and in applying basic quantitative skills to the solution of real-life
problems.
Visual-Spatial Processing
ability to make sense of information taken in through the eyes.
how visual information is interpreted or processed. A person with visual
processing problems may have 20/20 vision but may have difficulties
discriminating foreground from background, forms, size, and position in space.
The person may be unable to synthesize and analyze visually presented
information accurately or fast enough.
Working Memory
Verbal questioning = involves words + #s
Non verbal questioning = pictures and objects
Variations in Intelligence
Bell Shaped Curve= distribution of IQ scores
Most scores fall close to the others and few are found at extremities
Sex- in relation to IQ
Women- best performance as group in verbal, vocabulary, and rote
(memorization) learning.
Men = spatial-visualization
Issue of tendency of parents + teachers to encourage males in these areas.
Expectancy
IQ + Achievement
100 = struggle with college
120= would do just fine
IQ = grades correlates
IQ- not correlated to Art, music, drama, science or leadership (creativity tests tell us more
about these)
IQ and Job Status
High IQ  white collar increased ratio
Lawyers, engineers IQ 125
Miners + Farm workers IQ of 90
Not absolute many barriers
Bias is associated with IQ & Jobs that require academic degrees
Many tests measure a particular type of intelligence
Extreme low = 70
Extreme High 140
Mentally gifted
2 people of 100 score above 130
½ of 1% score above 140
Dr. Lewis Terman  studied 1500 list of miscellaneous conceptions of gifted
children 140 or above.
Revised the Binet Test at Stanford
Discussed what gifted people are…?
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Many Stereotypes
IQ measures potentials and not guarantees
Successful Characteristics of Gifted people:
1. Educated Parents
a. Encouraged kids
b. Valued learning
2. Strong intellectual determination
a. A desire to know
b. To excel
c. And to persevere
3. Persistent + motivated to learn
Suggestions- nurture and encourage---education and effort
Identifying Gifted Children = High IQ or special talent
Signs a child is gifted:
1. Tendency to seek out older children or adults
2. Early fascination with problem solving and explanation
3. Early use of complete sentences 2-3yrs
4. Good memory
5. Precocious talent art, music, number skill
6. Early interest in books, early reading
7. kindness, understanding, cooperation
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GATE Programs
Problems bored in classes --Enrichment + fast paced are important
Autistic Savants
Appear to be gifted in special area
Mental Retardation
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Mental abilities far below average = mental retardation or developmentally
disabled
IQ of 70 or below
Adaptive behaviors = basic skills
Dressing, eating, communicating, shopping
Levels of Retardation
Profoundly Retarded
IQ below 25
Needs total care
Severely Retarded
IQ 25 – 40
Basic language skills
Mildly Retarded
IQ 55-70
85% of affected population
Borderline Retarded
IQ 70-85
Live alone but have difficulty
Causes of Retardation
No Known Biological problem
IQ 50-70
30-40% of cases- no known biological problem can be identified
Familial Retardation:
Environmental
Very poor households some correlation
Nutrition
Intellectual stimulation
Medical care
Emotional support maybe inadequate
Organic Retardation
1. Related to physical disorders
Birth defects
2. Fetal Injuries
Lack of oxygen
Prenatal damage
Disease
Infection
Teratogens- Drugs
3. Metabolic Disorders
Affect Energy production and use in body
4. Genetic Abnormalities
Missing genes
Extra genes
Defective genes
Malnutrition- exposure to lead- PCBS-TOXINS
Cause organic retardation
Phenylketonuria- (PKU)
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Kids lack enzyme
Genetic
Lack of Dopamine
Found in dietcolas
Diet prevents retardation
Microcephaly = Small headedness
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Skull is extremely small
Or fails to grow
Brain develops in a limited space
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Affectionate, well behaved, cooperative
Hydrocephaly = water on the brain
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Build cerebrospinal fluid in brain cavities
Pressure can damage brain
Enlarge head
$10,000 each year
Medical treatment- tube drains fluid
Retardation can be prevented
Cretinism
Type of mental retardation
Appears in infancy
Caused by insufficient supply of thyroid hormone
Stunted physical + Intellectual growth
Treatment-- Thyroid hormone replacement therapy
Down Syndrome- First most common MR
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1 in 800 babies
Short life expectancy- 49 years
Moderate to severe retardation
Indications
Almond shape eyes
Protruding tongue
Stocky build
Stubby hands
Biological Aspects:
Extra Chromosome = trisomy 21
Results from flaw in sperm or egg
Genetic but not Hereditary
Parent age is a factor due to cell errors
25% of cases father is source
Characteristics
Usually loving + responsive
Make progress in caring environment
Can do most things other kids do but slower
Special designed programs help
Fragile X Syndrome (female Chromosome)
2nd most common genetic retardation
Hereditary- runs in family
X chromosome- Sex linked
Boys affected- 1-1200
Have long thin faces, big ears
Larger than average during childhood
Then smaller than average after adolescent
Hyper active + attention disorders
Avoid eye contact
Mild retarded during early childhood severely + profoundly retarded as
adults
** Remember- are sensitive to rejection respond warmly to love and
acceptance
Hereditary and Environment
Is intelligence  Nature or Nurture?
Eugenics = selective breeding for desirable characteristics
Suggest traits influenced by hereditary
Tryon- Rat maze + Intelligence
Question  where rats motivated by food or less distracted
Animal studies – inconclusive regarding intelligence.
Hereditary Influences
Some similarities between parents + siblings re-Intelligence
Issue- can environment + heredity be separated
Twin Studies:
Fraternal Twins I Q scores are more alike
Supports the environmental aspect of Intelligence
“Parents treat twins more alike than ordinary siblings, resulting in a closer
matching in IQs
Identical Twins
Closest correlation
Identical hereditary and environment
Environmental Influences
Evidence seen through adaption
Children reared by same mother resemble mother’s IQ
Socio-Economic
Comparisons + Correlation
More $ = IQ = enrichment + better education opportunities
IQ and Environment
Enrichment increases IQ
Early Childhood Ed programs show success
School has effect on I.Q.
People who dropout lose IQ
People whow continue school increase IQ
SummaryIntelligence is affected by environment
Heredity does limit IQ
Environment Insures growth to full potential