Intelligence
 Overall intelligence is a combination of verbal ability, problem solving ability, and practical intelligence
 One form of intelligence can be defined as what an intelligence test measures
– Concept of intelligence is closely tied in with intelligence testing
 The second definition on the previous slide tells us little about intelligence. It is what we call a circular definition -- each half defines the other half. However, it does connect the concept of intelligence with Intelligence tests. There are several intelligence tests that you can take on the web. One is the Mensa test http://www.mensa.org/workout.php and another is a general test http://www.geocities.com/CapitolHill/1641/iqown.html of intelligence. For a more light hearted look at intelligence testing, try here http://www.pressanykey.com/cgi-bin/cgiwrap/pak/jquiz.cgi. Keep in mind that the reliability/validity of any test given over the web is questionable at best.
 First individual intelligence test composed in France about 1905 by
Alfred Binet and Theodore Simon
– Made to identify slow learners (MR) in school (predict performance in school) by measuring mental age
– Had two categories – slow learners and regular learners
– Called the Binet-Simon
 A group of researchers in this country led by Louis Terman created an American version
 Called the Stanford-Binet
 Introduced the concept of intelligence quotient (IQ)
 Formula for IQ: MA/CA X 100
– MA is mental age or score on the test
– CA in chronological age (actual age)
 Example: MA = 12.5, CA = 10
– 12.5/10 x 100 = 1.25 x100 = 125

 The following researchers used factor analysis to compose their theories
 Charles spearman said intelligence is composed of a factor he called “g” for general intelligence
– Intelligent people are often smart at many things
 L. L. Thurstone believed that intelligence was composed of the eight primary mental abilities
– All verbal skills
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Current theories take a broader approach
Gardner’s theory is called a theory of Multiple Intelligences
– Stresses that you can be intelligent in areas other than those measured by traditional

 intelligence tests (academic ability)
– Multiple abilities contribute to life success
– Gardner originally proposed seven and now proposes eight
Linguistic Intelligence – traditional verbal ability
– Writers and authors
Logical-Mathematical Intelligence – math skills and the ability to use logic
– Scientists and mathematicians
 Spatial intelligence – ability to perceive and arrange
 objects from your environment in your mind
– Architects, carpenters, and artists
Musical intelligence
– ability to read compose and
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 understand music
– Composers
Bodily-kinesthetic intelligence – athletic ability
– Athletes and dancers
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Interpersonal intelligence – social skills
Intrapersonal intelligence – how well you know yourself
Naturalist intelligence – how well you interface with nature and your
 environment
The first three are similar to prior theories; The last five are a major
 departure from tradition
This site http://www.multi-intell.com/MI_chart.html contains a description of all eight

 Robert Sternberg called his theory a Triarchic Theory – intelligence is composed of three different categories of skills
– Skills are generic skills that can be applied to any task
• This is a trend in Psychology
– Read more about Sternberg's theory http://tip.psychology.org/stern.html
 Componential (analytical) intelligence is the ability to learn new
 things and carry out tasks effectively
– Emphasized in most theories
Experiential (creative) intelligence is the ability to adjust to new tasks, adapt creatively in new situations, and use insight
 Contextual (practical) intelligence is the ability to capitalize on strengths and weaknesses and change your environment in order to better adjust
– Sometimes called “street smarts
 Emotional intelligence (EI) measures the ability to perceive, express, understand and regulate emotions
– Emotionally smart people who are likely to be successful in life when working with other people in relationships is involved
– A controversial concept
• Perhaps carries the concept of intelligence too far
– Read more about EI here http://www.eq.org
 Aptitude tests predict ability to learn new skills and achievement tests assess what you’ve learned
 David Wechsler created the first test to be used exclusively for adults
– Called the Wechsler-Bellevue
– Currently in the third edition and called WAIS-R (for ages 16 and up)
– Most widely used individually administered adult intelligence test
– Then created a test for young children
– Called the WISC
– In the third edition and called the WISC-III (6-16)
 And finally created a third test for young children

– Called the WPPSI
– In the second edition called the WPPSI-R
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Changed IQ calculation from IQ formula to deviation score
Deviation Score compares a person’s score with the mean score for people their age
 Average IQ is 100
– If you score above average compared to your peers, IQ is above
100
 Wechsler categorized IQ as follows
– 130 and up Very Superior (A)
– 120-129 Superior (A, B)
– 110-119 Above Avg. (B, C, A)
– 90-109
– 80-89
Average
Below Avg.
(B, C)
(C, D)
– 70-79
– Below 70
Borderline
MR
(D, F)
(F)
• Mild, Moderate, Severe, and Profound
 The letter grades in the column to the right are the approximate predictions for the school grades corresponding to the various IQ categories. Based on these predictions and your school grades, can you guess your IQ?
 Compares your score with the scores of a pre-tested group called the standard sample with a mean of 100
– It is how we assign meaning to your score
 If you could test everyone and plot their scores, it would look like the normal bell shaped curve (normal distribution)
 Tests need to be periodically restandardized
 Reliability – repeated administrations of the same or similar tests will yield the same score

– Split-half – even numbered items are compared with odd numbered items
– Test-retest – repeated administrations of the same test will yield the same score
 Validity – the test measures what is supposed to measure
 Content (face) validity – the test items look like they are
 measuring what they are supposed to measure
Criterion related (predictive) – the score compares favorable to some other measure of the same thing and predicts that other thing
– For IQ, it is school grades
 IQ tests are both reliable and valid
 Appears to be a combination of both
– Biology sets limits and environment determines actual number within the limits
 Evidence for this hypothesis
– IQ runs in families
– Children adopted at birth are more similar to their biological parents than adoptive
– Identical twins are more similar than fraternal twins
 Appears to be true for all types of intelligences
 Group tests are tests that are administered to a group of people all at the same time and by one examiner
– Scores are not as good as an individually administered test
– Examiner is not aware of possible interfering factors
– One kind is an aptitude test administered by school systems
– SAT and GRE are also examples although they are a combination of intelligence and achievement (measures prior learning) test
• Visit this site for more information about the GRE http://www.gre.org
 Tests are racially and culturally biased
 Test score is affected by mood and level of cooperation

 Knowledge of your IQ score can create a self-fulfilling prophecy