WHAT IS INTELLIGENCE?
(AND WHAT IS STUPIDITY?)
ACTIVITY
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Picture someone you believe to be intelligence.
On a piece of paper write down some
characteristics of that person.
Also write down your definition of intelligence.
Then write if you believe intelligence is fixed or
able to change.
INTELLIGENCE THEORIES
AND COGNITIVE
DEVELOPMENT
ASSESSING COGNITIVE
DIFFERENCES
Psychometric approach- The use of standardized
tests of intelligence to study differences in
cognition.
 Intelligence Quotient (IQ)- score obtained from
standardized tests.
 IQ= MA/CA x 100 (mental age divided by
chronological age)
 http://www.youtube.com/watch?v=5qOlacRg_w8
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WHERE DID THESE IQ TESTS COME
FROM ANYWAY?
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Binet created the first intelligence test
Came up with the intelligence quotient
(IQ=MA/CA x 100)
Created his IQ scale to assess
struggling students in order to help
them
Greatest fear was that his IQ scale
would be used on all children and
would be used to define something
innate and permanent.
Alfred Binet 1857-1911
WHERE DID THESE IQ TESTS COME
FROM ANYWAY?
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Binet’s greatest fears were realized when Lewis M. Terman (1916)
created the
Standford-Binet Intelligence Scale.
What Terman did to change the face of
IQ testing:
 Popularized the use of IQ tests
 Created the standardized scale still used
today
 Conducted universal testing
 Used IQ tests to place children into
“their proper place in society”; those who were deemed “feebleminded” should be institutionalized and not allowed to
procreate
WHAT DO INTELLIGENCE TESTS MEASURE?
Verbal
Word
comprehension
fluency
Number
Spatial
speed and accuracy
visualization
Memory
Perceptual
Reasoning
Speed
CONCEPTIONS OF INTELLIGENCE
There is not one clear definition of intelligence
 For a long time it was believe that it was a
general cognitive ability
 This is beginning to lose ground to
multidimensional conception of intelligence.
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CONCEPTIONS OF INTELLIGENCE
Single Factor- traditional belief, define
intelligence as a single ability or capacity
(usually referred to as g).
 Multiple Factor- Acknowledge g but also
believe there are other factors such as
crystallized intelligence and fluid intelligence.
 Multiple Intelligences- proposed 8 different
types of intelligences and each type of
intelligence has its own way of learning and
processing.
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GARDNER’S MULTIPLE INTELLIGENCES
(M.I.)
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Has identified 9 intelligences:
1. Logical-mathematical- logic, abstractions, reasoning and numbers
2. Spatial- spatial judgment and the ability to visualize with the mind's ey
3. Linguistic- words, spoken or written.
4. Bodily-kinesthetic- control of one's bodily motions and the capacity to
handle objects skillfully
5. Musical- sensitivity to sounds, rhythms, tones, and music.
6. Interpersonal- interaction with others.
7. Intrapersonal- introspective and self-reflective capacities
8. Naturalistic- nurturing and relating information to one’s natural
surroundings
9. Existential- spiritual or religious intelligence
✴ In the classroom, MI theory shows us that students can be intelligent in one
way or another
INTERPRETING IQ SCORES
IQ AND SCHOOL ACHIEVEMENT
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Does an IQ score predict school achievement?
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IQ is a good predictor of school success
Correlation of about .66- this is a moderate to
strong positive correlation
However, just because there is a correlation it is
important to understand that intelligence doesn’t
cause a child to do well or poorly in school. Why?
HEREDITY VS. ENVIRONMENT
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It has been found that genetics and intellectual
similarity is highly correlated (found in twin and
adoption studies).
However, increased knowledge of genetics has
shown that genes do not determine one’s destiny;
there are other factors besides genes that play in,
which is one’s environment.
It is determined that genes and environment
work together to create the variance in
intelligence that we see. (It is 50/50).
http://www.youtube.com/watch?v=FPwxOTF0
Y_8&feature=youtu.be
BIG ISSUES WITH INTELLIGENCE TESTS
Learned behavior
 Snap shot
 Cultural Bias
 Limited value
 Social influence
 Don’t test all the facets of intelligence (iecreativity, motivation, rationality).
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IS IQ STABLE?
There is considerable variation amongst
individual’s IQ stability.
 Some remain stable while others jump 20-30
points from ages 2-17
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GIFTEDNESS
Giftedness is the high ability in any area
(usually only in one area but can sometimes be
in more than one).
 IQ of 130 or greater
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Recently, schools are making exceptions for
minorities and those who are creative.
CHARACTERISTICS OF THE GIFTED
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Can retain a large quantity of information
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Advanced comprehension
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Varied interests and curiosity
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Ability to generate original ideas and solutions
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Strong verbal skills
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Persistent, goal-directed behavior
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Heightened self-awareness
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Advanced level of moral judgement
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High expectations of self and others, often leading to high levels
of frustration with self, others, and situations
PROBLEMS WITH INTELLIGENCE TESTS
Learned behavior
 Snap shot
 Bias
 Limited value
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Don’t test all the facets of intelligence (iecreativity, motivation, rationality).
Social influence
WHY IS IT IMPORTANT FOR YOU TO
RECOGNIZE YOUR BELIEFS ABOUT
INTELLIGENCE?
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Your beliefs about intelligence affect your
teaching methods and how you interact with
your students.
‣ Pygmalion in the Classroom (Roenthal and
Jacobson)
Since intelligence test scores only provide some
information they should always be used along
with other sources of information.
 It’s important to remember that an IQ score
does not determine one’s destiny.
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SAMPLE QUESTIONS
A bat and ball cost $1.10 total. The bat costs
$1 more than the ball. How much does the ball
cost?
 Is the following logically valid?

Premise 1: If a zwap can be a mag
 Premise 2: And a zwap can also be a kib
 Then, a mag is a kib
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Jack is looking at Anne, but Anne is looking at
George. Jack is married but George is not. Is
a married person looking at an unmarried
person?
Yes
 No
 Can not be determined
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