Intelligence
Who
is your prototype of a
highly intelligent person?
Who is your prototype of a
person of low intelligence?
….Then what is intelligence?
Intelligence: What is it…?
► How
do we define intelligence?
 the ability to gather and use
information in productive ways
► Why
is there essentially no definitive
definition of intelligence in the field of
psychology?
Intelligence is relative...
“Intelligence is a socially constructed concept.
…thus is can be culturally specific.”
What exactly does this mean?
Theories on Intelligence
Charles Spearman (1863-1945)
► Factor Analysis: A statistical procedure that
identifies clusters of related items on a test.
► G factor, or general intelligence (academic
smarts)
 If you score high on one factor, or cluster (ie verbal
intelligence) then you tend to score higher than average
on other factors (+correlation between clusters)
 “Intelligence refers to a general single ability”
 Prediction model for education, vocational levels
Theories on Intelligence…
L.L. Thurstone (1887-1955)
► 56 tests / 7 clusters of primary mental
abilities (early theory of multiple
intelligences)
1.
2.
3.
4.
5.
6.
7.
Word fluency
Verbal comprehension
Spatial ability
Perceptual speed
Numerical ability
Inductive reasoning
memory
Theories on Intelligence
Howard Gardner: 1970’s-80’s)
► Multiple, independent intelligences
(Modern
version of Thurstone) valued within different cultures
► Basis
of theory:
Brain damage cases
Savant Syndrome : Rain Man
 Mental
handicap, (autism, schizophrenia) but
island of brilliance!
 6x more common in males
 IQ 40-70
 Examples, p. 9 Myers
 Common component: limitless memory
Gardner’s Multiple Intelligences…
► Verbal
/ linguistic
► Logical / mathematical
► Visual / spatial
► Bodily / Kinesthetic
► Musical / Rhythmic
► Interpersonal
► Intrapersonal
► Natural
(Mark Twain)
(Einstein)
(Picasso)
(Michael Jordan)
(Stravinsky)
(MLK)
(Freud)
(Darwin)
Critics of Gardner
► So
what is the chief criticism of Gardner’s
multiple intelligences theory?
 “Simply abilities, talents, skills that do not
constitute intelligence.”
Theories on Intelligence….
► Robert
Sternberg
► Three major intelligences (Triarchic
theory)
Analytical: academic problem-solving
(intelligence tests)
Creative: reacting to novel situations /
generating novel ideas
Practical Intelligence: everyday tasks (“street
smarts”)
Emotional Intelligence
Daniel Goleman: Emotional Intelligence (1995)
Originally called social intelligence (Gardner’s theories)
4 components of EQ
Perceive
Understand
Manage
Use
What’s a better predictor of success, IQ or
EQ?
Critics argue that Goleman stretched too far- abilities
not specifically related to intelligence
Creativity and Intelligence
► Creativity:
The ability to produce novel and
valuable ideas.
Small +correlation between intelligence and
creativity
Above and below score of 120, correlation
shrinks
Brain Size and Intelligence
► Are
people with bigger heads / brains
smarter?
+.15 correlation between head size and
intelligence scores
+.44 correlation between brain size and IQ
Developmental Psych and Intelligence
2 General Categories of Intelligence

Fluid Intelligence
Speedy, abstract reasoning
Peaks in the 20’s

Crystallized Intelligence:
accumulated knowledge, verbal skills
Increases with age
Assessing Intelligence
Alfred Binet (1857-1911)




Turn of century: France / Compulsory education
Vast diversity / problematic
Binet hired to assess how to meet students’ needs
Founded on idea that intelligence increases with age (maturation,
but at slightly different rates)
Mental Age
 Average performance level of each age (grade)
 10 year old with mental age of 7: Means what?
 Used to predict students needs / performance
 Not an intelligence test!! Measure to evaluate
educational level to facilitate learning
Lewis Terman 1877-1956
Stanford Professor
► Stanford-Binet
IQ Test
Modification of Binet’s work = “intelligence test”
Premise was that intelligence is hereditary
 Immigration
/ Industrialization / WWI
 Eugenics / Ideology / Racism cloaked by “objectivity”
1st mass intelligence testing in history
► Intelligence
IQ =
Quotient (IQ)
Mental Age____
Chronological Age
X 100
Dominant assessment tool of 1900’s
Works well for kids / not adults
Intelligence Tests Today
► Mental
ability score is assessed
relative to the average performance of
the same age
 Average = 100 (average score for age is
assigned a 100)
 2/3 of scores fall between 85 and 115
Interesting Facts
About
IQ
(Meyers p. 4)
3.
True or False?
Your IQ is completely genetic
Your IQ can change over time.
Staying in school can elevate your IQ (Keep from slipping)
4.
For each year stayed in school, IQ gain of approximately 3.5 points)
5.
8.
IQ is influenced by birth order.
IQ is related to breast feeding. (3- 8 points by age of 3)
IQ evens out with age
Intelligence is plural, not singular.
9.
(general agreement on spatial, verbal, analytical, practical)
►
1.
2.
6.
7.
10.
11.
12.
Cranial volume is correlated with IQ
Intelligence depends on context.
IQ’s have steadily risen over the last 80 years
Modern Tests
► Aptitude
tests (assesses ability)
 Used to predict performance (Example?)
► Achievement
tests
 Assess what you have learned (Example?)
► SAT:
aptitude test?
 +.82 correlation with general intelligence scores
David Wechsler
► WAIS (Wechsler Adult Intelligence Scale:
► WISC (Wechsler Intelligence Scale for Children)
age 7-16
► WPPSI (Wechsler Preschool and Primary Scale of
Intelligence (4!)
► WISC
 11 subtests = separate scores for each area (Verbal IQ
and Performance IQ)
 Excellent tool for identifying learning disorders
WISC
What does “Standardized” Test mean?
► Test
items have been piloted on similar
population of people as those who will take
the test (Standardization sample)
► Achievement norms have been established
► Psychometrics:
making / assessing tests
Standardized tests must have…
Reliability: Consistency of test as a means
of measurement (consistency of scores)
Test-Retest
Split-Half Reliability: Randomly divide test in
two ½’s- correlate performance on two ½’s
Equivalent Form Reliability: different forms of
test
Goal is +1
Standardized tests must have…
Validity: When a test measures what it is
supposed to measure
► Content validity (Drivers license test, course
exam)
► Criterion Related Validity
 Concurrent validity: measures current skill or
knowledge
 Predictive validity: measure of future
performance
Wechsler Intelligence Score
The Flynn Effect
► IQ
Tests have consistently risen over last 80 years
► Over 20 countries (20 point rise per generation)
► Rise highest in the lowest economic countries
► Rising nutrition, educational levels
Standardized Tests
► Can
a test be reliable if it is not valid?
► Can
a test be valid if it is not reliable?
Aptitude Tests
► Predictive
power is strong from age 6-12
► Weakens in later years
► 6-12 = +.60
► SAT = +.50
► GRE = .30
► Why?
► Range
of students narrow as education / ability
level increase
True or False?
► All
tests are exclusive to their objectives.
Are achievement tests influenced by your
intelligence?
Are intelligence tests influenced by your
educational experience?
Dynamics of intelligence
► At
what age can we begin predicting
intelligence?
 Four-five (to predict adolescent, adult scores)
 At age 7, intelligence scores begin to stabilize
 Rule of thumb: consistency of scores increase
with age
Extremes of Intelligence
Genetic Influences on Intelligence
Genetic Influences on Intelligence
► Genetic
influences become more apparent
over time
Heritability (Review)
► Used
to explain extent to which genetics
influence differences in intelligence
(between people)
► Never to explain genes influence on
intelligence!
Nurture and Intelligence
► Environment
Interaction
Experiences
Nutrition
Education
 Both
genes and environment shape
intelligence
Bias in Testing
► When
a test is less valid for some groups
than for others
► Influential Factors
Language
Experiences (cultural and economic)
Schools
 Stereotype
threat: when students are
made to feel stereotype, they score lower
One to consider….
► As
a parent, your 10 year old child has just
taken an IQ test. Would you tell him (or
her) his score? Reflect carefully and explain
your response.