Learning objectives

Definition of intelligence
Theories of intelligence
Influence of heredity and
environment
Test for Intelligence
Introduction

Intelligence of intellectual capacity is
of great importance to human beings .
The English language abounds with
descriptions any synomys for the
possession or lack of intelligence such
as bright, clever, quick-witted, sharp
and smart.

It is a highly desirable attribute, since
clearly the objectives which describe
its absence such as dull, stupid or
slow carry pejorative implications.
A lot of research are done to prove
intelligence. But most of the scientist
fail to agree on each other about what
intelligence is and how to measure it.
Definitions

Definition that emphasizes adaptation
or adjustment to an individual’s
environment.
Definitions associated with an
individual’s ability to learn from
experience and to bring this learning
to bear upon immediate problem
solving.

Definitions which focus upon the
ability to carry out abstract
reasoning involving the use of
symbolic thinking and
manipulation of concepts.
Theories of Intelligence

Charles Span Man
 Proposed a general Intelligence factor
“g” That underlies all intelligent
behavior, many scientist still believe in
general intelligence test measure.
Other scientist are skiptical because
people can score high on specific
ability but show weakness in other.

Howard Intelligence
Proposed that there are eight
domains of intelligence includes
Linguistic –Spoken and Written
language
Logical-Mathematical – number
skills

Musical-Performance or
Composition skills
Spatial-Ability to evaluate and
analyze the visual word
Interpersonal – Skills in
understanding and relating to
others

Bodily kinesthetic – Dance or
athletic abilities
Intrapersonal – Skills in
understanding the self
Nature – Skills in understanding
natural world

There is many claims, opinions
and arguments about where
intelligence comes from, is it from
our genetic heritage or is it of
consequence of the environment
and our experience

The following are some research
findings and compelling
arguments about how our genes
and society influence intelligence
Evidence for heredity
influence

Adoption studies, this shows that
adopted children somehow resemble
their biological parents in intelligence.
Twin studies, identical twins show
high correlation in IQ compared to
fraternal. This hold true even when
identical twins reared apart are
compared to fraternal twins reared
together.

Family studies, this shows that
intelligence tends to run in
families.
Influence of
environment

Numerous sources evidences
converge to indicate that environment
has a significant impact on IQ scores
Studies of the effects of nutrition, toxic
substances, home environment, early
intervention and formal schooling
provide additional support for the
influence of environment

Twin studies , shows that identical
twins raised in different homes have
less similar IQ compared to identical
twins raised in the same home who
have more similar IQ
The distinct environments that
different families provide do have
some influence on intellectual
development

For adoption studies, shows that
some children of poor parents were
adopted by middle-class parents
with an average IQ score of 118 121, while other children remained
with their biological parents

IQ averages were grouped as
follows
Adopted children 105
Non adopted 90

From the above results, it shows that,
although adopted children s’ IQ
scores were on average , lower than
those of their adoptive parents, they
were about 15 point higher than the
score for the control group children,
who were raised by their biological
parents.
How is intelligence
measured ?

The first intelligence test was created
by Binet and Simon using simple task
to distinguish children who will do
well in school from those who
wouldn’t.
Binet and Simon used mental age to
distinguish “bright” from “dull”
children.
What is IQ ?

Lewis Terman revised Simon and
Binet’s test and published a version
known as the Stanford –Binet Test in
1916.
Performance was described as an
intelligence quotient [IQ] which was
imply the mental age to chronological
age multiplied by 100

-MA/CA * 100
Stanford – Binet IQ Test

IQ Test, An ideal for measuring
inabilities for task that are
analytical in nature and that why
scores show significant correlation
with academic archivement.
This test measures things that are
necessary for school success

 Understanding and using language,
memory, the ability to follow
instructions and computational skills
Binet’s test is a test of age graded items
 Binet assumed that children’s abilities
increases with age
 These items measure the person’s
“mental level” or “mental age”

Adaptive Testing
 Determine the age level of the most
advanced items that a child could
consistently answer correctly
 Children whose mental age equal their
actual or chronological age were
considered to be of “regular”
intelligence
Measuring Intelligence

At any age , children who are average
will have an IQ of 100 because their
mental age equals their chronological
age.
 Roughly two – thirds of children will
have an IQ score between 85 and 115
 Approximately 95% will have score
between 70 and 130

Intelligence Quotient
(IQ)

This summary is used to indicate a
child’s intelligence relative to others of
the same age
IQ tests measure an individual’s
probable performance in school and
similar settings
An IQ test measures performance but an
IQ test does not explain performance
Summary

Intelligence is an inferred process that
humans use to explain the different
degrees of adaptive success in
people’s behavior.
Also intelligence is not as simple as
people think, Thus why there are
many psychological theories that are
used to define intelligence.
Summary

Intelligence can be measured
through IQ tests.
Intelligence is influenced by
heredity and environment
Conclusion

It can be concluded that not only
that Intelligence is influenced by
heredity and environment, but also
it can be influenced by other
factors which base on prenatal and
postnatal development of an
individual.
Conclusion

Effect of early nutrition
 This
explain
an
intellectual
development of an individual before
an after birth. Children with poor or
improper nutrition tends to have
relative low IQ scores. Adequate
nutrition provides essential nutrients
for both physical and mental health.
Conclusion

Effect of toxic substances
 A variety of toxic substances or
teratogens, in children ‘s prenatal or
early postnatal environments for
instance, alcohol, drugs, radiations
and lead-based paints affect
intellectual development and thus also
affect children’s IQ scores.
Reference

A.C.P Sims and WI Hume Lecture
notes on Behavioral Science and
internet
Prepared by group two
members

THANK YOU